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Full text of "Boston College bulletin"

BOSTON 

COLLEGE 



2OI2-2OI3 




EVER TO EXCEL 



Boston College 
Chestnut Hill 
Massachusetts 02467 
617-552-8000 

Boston College Bulletin 2012-2013 

Graduate School of Social Work 
Volume LXXXV, Number 28, June 2012 

The Boston College Bulletin contains current information regarding the University calendar, 
admissions, degree requirements, fees, regulations, and course offerings. It is not intended to be and 
should not be relied upon as a statement of the University's contractual undertakings. 

Boston College reserves the right in its sole judgment to make changes of any nature in its pro- 
gram, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes 
in course content, the rescheduling of classes with or without extending the academic term, cancelling 
of scheduled classes and other academic activities, and requiring or affording alternatives for scheduled 
classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable 
under the circumstances. 

Founded by the Society of Jesus in 1863, Boston College is dedicated to intellectual excellence and 
to its Jesuit, Catholic heritage. Boston College recognizes the essential contribution a diverse community 
of students, faculty and staff makes to the advancement of its goals and ideals in an atmosphere of respect 
for one another and for the University's mission and heritage. Accordingly, Boston College commits itself 
to maintaining a welcoming environment for all people and extends its welcome in particular to those 
who may be vulnerable to discrimination on the basis of their race, color, national origin, sex, religion, dis- 
ability, age, marital or parental status, sexual orientation, military status, or other legally protected status. 

Boston College rejects and condemns all forms of harassment, wrongful discrimination and disre- 
spect. It has developed procedures to respond to incidents of harassment whatever the basis or circum- 
stance. Moreover, it is the policy of Boston College, while reserving its lawful rights where appropriate to 
take actions designed to promote the Jesuit, Catholic principles that sustain its mission and heritage, to 
comply with all state and federal laws prohibiting discrimination in employment and in its educational 
programs on the basis of a person's race, color, national origin, sex, religion, disability, age, marital or 
parental status, genetic information or family medical history, or military status, and to comply with state 
law prohibiting discrimination on the basis of a person's sexual orientation. 

To this end, Boston College has designated its Executive Director for Institutional Diversity to coor- 
dinate its efforts to comply with and carry out its responsibilities to prevent discrimination in accordance 
with state and federal laws, including Title VI, Title IX, Section 504 and the ADA. Any applicant for 
admission or employment, and all students, faculty members and employees, are welcome to raise any 
questions regarding this notice with the Executive Director for Institutional Diversity: Boston College 
Office for Institutional Diversity (OID), 140 Commonwealth Avenue, Chestnut Hill, MA 02467, 
Phone: 617-552-2323, Email: diversity@bc.edu. 

The Executive Director for Institutional Diversity oversees the efforts of the following additional 
Title IX coordinators: (i) Student Affairs Title IX Coordinator (for student sexual harassment com- 
plaints), 260 Maloney Hall, Chestnut Hill, MA 02467, reachable at 617-552-3482 or (odair@bc.edu); 
(ii) University Harassment Counselor, reachable via OID (see above contact information); and (iii) 
Athletics Title IX Coordinator, the Senior Women's Administrator, 310 Conte Forum, Chestnut Hill, 
MA 02467, reachable at 617-552-4801 or (jody.mooradian@bc.edu). 

In addition, any person who believes that an act of unlawful discrimination has occurred at Boston 
College may raise this issue with the Assistant Secretary for Civil Rights of the United States Department 
of Education. 



© Copyright 2012 Trustees of Boston College 



Table of Contents 



About Boston College 

Introduction 3 

The University 3 

The Mission of Boston College 3 

Brief History of Boston College 3 

Accreditation of the University 4 

The Campus 4 

Academic Resources 5 

Art and Performance 5 

Campus Technology Resource Center (CTRC) 5 

The Help Center (2-HELP) 5 

Language Laboratory 5 

The Libraries 5 

Media Technology Services 7 

University Research Institutes and Centers 7 

Student Life Resources 11 

Disability Services Office 12 

Annual Notification of Rights 13 

Confidentiality of Student Records 14 

Consumer Notices and Disclosures (HEOA) 14 

Financial Aid 15 

Notice of Non-Discrimination 16 

Off-Campus Housing 16 

Tuition and Fees 16 

Massachusetts Medical Insurance 17 

National Student Clearinghouse 18 

Boston College Graduate Degree Programs 18 

Policies and Procedures 

Academic Integrity 21 

Academic Regulations 22 

Graduate School of Social Work 

Professional Program: Master of Social Work (M.S.W.) 29 

Dual Degree Programs 31 

Doctor of Philosophy Degree Program 

with a Major in Social Work 31 

Continuing Education 32 

Information 32 

Faculty 32 

Graduate Course Offerings 33 

Administration 43-46 

Academic Calendar 2012-2013 47 

Directory and Office Locations 48-49 

Campus Maps 50 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Introduction 

The University 

From its beginnings in 1863 as a small Jesuit college for boys 
in Boston's South End, Boston College has grown into a national 
institution of higher learning that is regularly listed among the top 40 
universities in the nation in ratings compiled by publications such as 
Barron's and U.S. News and World Report. 

The University, now located in the Boston suburb of Chestnut 
Hill, Massachusetts, enrolls 9,088 full-time undergraduates and 4,818 
graduate students, hailing from all 50 states and more than 80 foreign 
countries. Boston College offers its diverse student body state-of-the-art 
facilities for learning: a full range of computer services including online 
access to databases in business, economics, social sciences, and law, and 
a library system with over 2.7 million books, periodicals, and govern- 
ment documents, and more than 4 million microform units. 

Boston College awards bachelor's and graduate degrees in more 
than 50 subjects and interdisciplinary areas within the College of Arts 
and Sciences, as well as undergraduate and graduate degrees from three 
professional schools: the Carroll School of Management, founded in 
1938; the Connell School of Nursing, founded in 1947; and the Lynch 
School of Education, founded in 1952, which is now known as the 
Carolyn A. and Peter S. Lynch School of Education. Boston College 
also awards master's and doctoral degrees from the Graduate School of 
Social Work, and the Juris Doctor and the Master of Laws from Boston 
College Law School, which is consistently ranked among the top 30 law 
schools in the United States. 

The Boston College School of Theology and Ministry was formed 
on June 1, 2008, when the former Weston Jesuit School of Theology 
and the Institute of Religious Education and Pastoral Ministry joined to 
offer a full array of ministerial and theological courses and degrees. Both 
a graduate divinity school and an ecclesiastical faculty of theology regu- 
lated by the Apostolic Constitution Sapientia Christiana (1979), the 
school offers both master's and doctoral degrees, civil and ecclesiastical 
degrees, and a wide variety of continuing education offerings, including 
online programs through Church in the 21st Century (C21 Online). 

The Mission of Boston College 

Strengthened by more than a century and a quarter of dedication 
to academic excellence, Boston College commits itself to the highest 
standards of teaching and research in undergraduate, graduate, and 
professional programs and to the pursuit of a just society through 
its own accomplishments, the work of its faculty and staff, and the 
achievements of its graduates. It seeks both to advance its place among 
the nation's finest universities and to bring to the company of its distin- 
guished peers and to contemporary society the richness of the Catholic 
intellectual ideal of a mutually illuminating relationship between reli- 
gious faith and free intellectual inquiry. 

Boston College draws inspiration for its academic and societal 
mission from its distinctive religious tradition. As a Catholic and Jesuit 
university, it is rooted in a world view that encounters God in all cre- 
ation and through all human activity, especially in the search for truth 
in every discipline, in the desire to learn, and in the call to live justly 
together. In this spirit, the University regards the contribution of differ- 
ent religious traditions and value systems as essential to the fullness of 



its intellectual life and to the continuous development of its distinctive 
intellectual heritage. Boston College pursues this distinctive mission by 
serving society in three ways: 

• by fostering the rigorous intellectual development and the 
religious, ethical, and personal formation of its undergraduate, 
graduate, and professional students in order to prepare them for 
citizenship, service, and leadership in a global society; 

• by producing significant national and international research that 
advances insight and understanding, thereby both enriching cul- 
ture and addressing important societal needs; 

• and by committing itself to advance the dialogue between reli- 
gious belief and other formative elements of culture through the 
intellectual inquiry, teaching and learning, and the community 
life that form the University. 

Boston College fulfills this mission with a deep concern for all 
members of its community, with a recognition of the important con- 
tribution a diverse student body, faculty, and staff can offer, with a firm 
commitment to academic freedom, and with a determination to exer- 
cise careful stewardship of its resources in pursuit of its academic goals. 

Brief History of Boston College 

Boston College was founded by the Society of Jesus in 1863, 
and is one of 28 Jesuit colleges and universities in the United States. 
With three teachers and 22 students, the school opened its doors on 
September 5, 1864. At the outset and for more than seven decades of its 
first century, the College remained an exclusively liberal arts institution 
with emphasis on the Greek and Latin classics, English and modern 
languages, and with more attention to philosophy than to the physical 
or social sciences. Religion, of course, had its place in the classroom as 
well as in the nonacademic life of the College. 

Originally located on Harrison Avenue in the South End of 
Boston, where it shared quarters with the Boston College High School, 
the College outgrew its urban setting toward the end of its first 50 
years. A new location was selected in Chestnut Hill, then almost rural, 
and four parcels of land were acquired in 1907. A design competition 
for the development of the campus was won by the firm of Maginnis 
and Walsh, and ground was broken on June 19, 1909, for the construc- 
tion of Gasson Hall. It is located on the site of the Lawrence farmhouse, 
in the center of the original tract of land purchased by Father Gasson 
and is built largely of stone taken from the surrounding property. 

Later purchases doubled the size of the property, with the addition 
of the upper campus in 1941, and the lower campus with the purchase 
of the Lawrence Basin and adjoining land in 1949. In 1974, Boston 
College acquired Newton College of the Sacred Heart, a mile-and-a- 
half from the main campus. With 1 5 buildings standing on 40 acres, 
it is now the site of the Boston College Law School and dormitories 
housing over 800 students, primarily freshmen. 

Though incorporated as a University since its beginning, it was 
not until its second half-century that Boston College began to fill 
out the dimensions of its University charter. The Summer Session 
was inaugurated in 1924; the Graduate School of Arts and Sciences 
in 1925; the Law School in 1929; the Evening College in 1929; 
the Graduate School of Social Work in 1936; and the College of 
Business Administration in 1938. The latter, along with its Graduate 
School established in 1957, is now known as the Carroll School of 
Management. The Schools of Nursing and Education were founded 
in 1947 and 1952, respectively, and are now known as the Connell 
School of Nursing and the Carolyn A. and Peter S. Lynch School of 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Education. The Weston Observatory, founded in 1928, was accepted 
as a Department of Boston College in 1947, offering courses in geo- 
physics and geology. In 2002, the Evening College was renamed the 
Woods College of Advancing Studies, offering the master's as well as 
the bachelor's degree. 

The Graduate School of Arts and Sciences began programs at the 
doctoral level in 1952. Now courses leading to the doctorate are offered 
by 12 Arts and Sciences departments. The Schools of Education and 
Nursing, the Carroll School of Management, Graduate Programs, and 
the Graduate School of Social Work also offer doctoral programs. 

In 1927, Boston College conferred one earned bachelor's degree 
and fifteen master's degrees to women through the Extension Division, 
the precursor of the Graduate School of Arts and Sciences, the Evening 
College, and the Summer Session. By 1970, all undergraduate pro- 
grams had become coeducational. Today, female students comprise 
more than half of the University's enrollment. 

In July 1996, the University's longest presidency, 24 years, came 
to an end when Rev. J. Donald Monan, S.J., became chancellor and 
was succeeded in the presidency by Rev. William P. Leahy, S.J. During 
the decade of the nineties, the University completed several major con- 
struction projects, including the expansion and renovation of Higgins 
Hall, the updating of residence halls on the upper campus and Newton 
campus, and the construction of a new office building for faculty and 
administration on lower campus. These projects provided on-campus 
housing for more than 80% of the University's undergraduates. 

Since 1996, the University's endowment has grown from $590 
million to approximately $1.5 billion, with the "Ever to Excel" cam- 
paign raising more than $440 million in gifts from approximately 
90,000 donors. 

In September 2002, Rev. William P. Leahy, S.J., initiated "The 
Church in the 21st Century" to examine critical issues confronting the 
Catholic Church. A milestone in the history of the University took 
place on June 29, 2004, when Boston College acquired 43 acres of land 
and five buildings in Brighton previously owned by the Archdiocese of 
Boston. The following November, the University also purchased 78.5 
acres of land in Dover from the Dominican Fathers to serve as a retreat 
and conference center. In August 2007, the University purchased an 
additional 18 acres of Brighton land from the Archdiocese, including 
several administrative and academic buildings. On December 5, 2007, 
Boston College unveiled its 10-year, $1.6 billion expansion plan, 
including a recreation complex, residences for undergraduates, a fine 
arts district, and new athletic facilities. 

In the fall of 2008, BC's new School of Theology and Ministry 
opened its doors on the Brighton campus. In 1939 Weston College had 
been designated as a constituent college of BC, but in 1974 changed 
its name to the Weston Jesuit School of Theology. In June 2008 it 
re-affiliated with BC, and joined the Institute of Religious Education 
and Pastoral Ministry and C21 Online to form the new Boston College 
School of Theology and Ministry. In June 2009, after a series of public 
hearings, the City of Boston gave its approval to BC's expansion plan 
for the Lower and Brighton campuses. In late August 2011, after 15 
months of extensive renovations, Gasson Hall, the University's first 
building on the Heights, reopened for classes. Work on nearby Stokes 
Hall, the 186,000 square foot academic building on Middle Campus, 
is scheduled to finish in the fall of 2012, with classes beginning in 
spring of 2013. 



Accreditation of the University 

Boston College is accredited by the Commission on Institutions 
of Higher Education (CIHE) of the New England Association of 
School and Colleges (NEASC) and has been accredited by NEASC 
since 1935. 

CIHE is recognized by the U.S. Secretary of Education as a reli- 
able authority on the quality of education and adheres to the standards 
of the Council for Higher Education Accreditation. As part of CIHE's 
guidelines, member institutions of NEASC undergo a peer review pro- 
cess every ten years which involves the preparation of a comprehensive 
self-study. Boston College's next full review for accreditation will occur 
in 2017. 

For information regarding the accreditation process please refer- 
ence: http://cihe.neasc.org or the New England Association of School 
and Colleges, 209 Burlington Road, Suite 201, Bedford, MA 01730- 
1433. Inquiries regarding BC's accreditation may be directed to the 
Office of the Provost and Dean of Faculties, Boston College, 270 
Hammond Street, Chestnut Hill, MA 02467 (617-552-3260). For 
a paper copy of this information, please contact the Boston College 
Office of Institutional Research at 617-552-3111 or oir@bc.edu. The 
mailing address is Boston College, IRPA, St. Clement's Hall, 140 
Commonwealth Avenue, Chestnut Hill, MA 02467. 

In addition to NEASC, a variety of schools and programs at BC 
are affiliated with discipline-based accrediting agencies such as: Connell 
School of Nursing: American Association of Colleges of Nursing; 
Carroll School of Management: Association to Advance Collegiate 
Schools of Business; Law School: American Bar Association; Graduate 
School of Social Work: Council on Social Work Education; School 
of Theology and Ministry: The Association of Theological Schools; 
School of Arts and Sciences, Chemistry Department: American 
Chemical Society; Lynch School of Education, Teacher Education, 
Special Education, and Curriculum and Instruction programs: Teacher 
Education Accreditation Council; Doctoral Program in Counseling 
Psychology: American Psychological Association. 

The Campus 

Located between Boston and Newton, Boston College benefits 
from its proximity to one of America's greatest cities and its setting in a 
quiet residential suburb. Often cited as a model of university planning, 
the Main Campus is located in idyllic Chestnut Hill, just six miles from 
the heart of culturally rich Boston. 

The 120-acre Chestnut Hill campus comprises three levels: the 
Upper Campus, which contains undergraduate residence halls; the 
Middle Campus, which contains classrooms, laboratories, adminis- 
trative offices, and student facilities; and the Lower Campus, which 
includes Robsham Theater, Conte Forum, and student residences as 
well as dining, recreational, and parking facilities. 

The Newton Campus is situated one and one-half miles from the 
Chestnut Hill campus on a 40-acre site that includes Boston College 
Law School, as well as undergraduate dormitories, athletic fields, and 
student service facilities. 

The Brighton Campus, recently acquired from the Archdiocese of 
Boston, is located across Commonwealth Avenue from the Chestnut 
Hill Campus on a 65-acre site that will include administrative offices, 
an arts district, an athletics complex, and residence halls. 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Academic Resources 

Art and Performance 

Boston College is home to a rich mix of cultural organizations, 
including musical performance groups, dance troupes, and theatre pro- 
ductions, ranging from classical to contemporary. Among the musical 
groups, students find a gospel choir, a pep band, a cappella groups, and 
jazz ensembles. The McMuUen Museum of Art regularly mounts criti- 
cally acclaimed exhibitions, including past surveys of work by Edvard 
Munch and Caravaggio. The Theatre Department presents six dramatic 
and musical productions each year while student organizations produce 
dozens of other projects. The annual Arts Festival is a 3-day celebra- 
tion of the hundreds of Boston College faculty, students, and alumni 
involved in the arts. 

Campus Technology Resource Center (CTRC) 

The CTRC, located on the second floor of the O'Neill Library 
(room 250), is a resource for campus technology support and services. 
The CTRC provides a productive environment for the creative use 
of technology to enhance the academic experience. They offer a wide 
range of services to the Boston College community including email, 
printing, scanning, video editing, and music technology stations. Users 
also have access to Windows and Macintosh computers for various 
standard and specialized software applications for word processing, 
spreadsheets, statistical analysis, programming, graphics production, 
database management, and faculty sponsored applications. The Walk- 
in Help Desk (located in O'Neill 248) provides troubleshooting servic- 
es for personal computers, including software configuration, network 
connectivity, virus protection and removal, and password assistance. 
To learn more, visit www.bc.edu/ctrc. 

The Help Center (2-HELP) 

The Help Center provides technical support via telephone (617- 
552-HELP), email (help.center@bc.edu), and internet (www.bc.edu/ 
help) to the BC community 24 hours a day, seven days a week. 

The Hardware Repair Center 

The Hardware Repair Center is located in O'Neill 208 and 
provides warranty and non-warranty repair of Apple, Dell, HP and 
Lenovo computers. For hours, rates and contact information please 
visit: http://www.bc.edu/content/bc/offices/help/essentials/software/ 



iw-repair. 



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Language Laboratory 

The Boston College Language Laboratory serves the language 
learning and teaching needs of all of the University's language and 
literature departments, non-native speakers of English and the BC com- 
munity at large from its center in Lyons Hall, room 313. By provid- 
ing access to installed and portable equipment to be used with audio, 
video, cable television and multimedia learning tools, the Lab pursues 
its mission to promote and facilitate the acquisition and enhancement 
of language skills and cultural competence. In addition to its listening/ 
recording stations and teacher console, the facility includes: Mac and 
PC workstations, wireless laptops, laser printers, a materials develop- 
ment workstation, TV/video/DVD viewing rooms and media carrels, a 
CD listening station, and portable audio and video equipment. 

The Language Laboratory boasts an extensive catalog of resources 
in more than 17 languages and in multiple formats (analog and digital 
audio, videocassette, DVD, cable television programming, computer/ 
multimedia software, print materials — including monolingual and 



bilingual dictionaries, as well as language textbooks and activity manu- 
als for elementary through advanced language courses). Designed to 
assist users in the acquisition and maintenance of aural comprehension, 
oral and written proficiency, and cultural awareness, these resources 
directly support and/or supplement curriculum requirements in world 
language, culture, music, and literature. 

The Language Lab also supports the course planning and classroom 
teaching needs of language and literature faculty by encouraging recom- 
mendations for new acquisitions, assisting in the preparation of course 
materials, and serving as a multimedia classroom for the facilitation of 
curricular programming, including student participation in online lan- 
guage and intercultural learning exchanges with global partners. 

Boston College community members who wish to use the 
Language Laboratory facility and its collection will find the staff avail- 
able during the day, in the evening, and on weekends to assist them in 
the operation of equipment and in the selection of appropriate materials 
for their course-related or personal language needs. For more informa- 
tion about the Language Laboratory, call 617-552-8473 or visit www. 
bc.edu/schools/cas/language. 

The Libraries 

The Boston College Libraries offer a wealth of resources and ser- 
vices in support of the teaching and research activities of the University. 
The book collection numbers more than 2.1 million volumes and 
over 37,000 print and electronic serials. In addition to O'Neill, the 
Boston College Libraries comprise the Bapst Art Library, the Burns 
Library (rare books and special collections), the Educational Resource 
Center, the Law School Library, the O'Connor Library (at the Weston 
Observatory), the Social Work Library, and the Theology and Ministry 
Library. Available in the Libraries are workstations with productivity 
software, scanners, networked printers, as well as group study rooms. 
Digital Library Services 

The Boston College Libraries provide online access to a wide 
range of articles in journals, magazines and newspapers, as well as 
e-books, government documents, images, streaming video and audio, 
and other digital content. These resources, as well as detailed informa- 
tion about physical books and other items in the Libraries, are acces- 
sible via a central online discovery system as well as more than 500 
subject-specific databases. 

Books, DVDs, and other items checked out from the Libraries can 
be renewed online. Items not available at BC can be requested online 
from other libraries via interlibrary loan and WorldCat Local. 

The Libraries also provide more than 240 online research guides, 
including guides for broad and narrow subjects and specific Boston 
College courses. Library staff supplement in-person instruction, refer- 
ence, and consultation services with expert help via e-mail, text, 24/7 
chat, and online tutorials. 

The Boston College Libraries website is at http://bc.edu/libraries. 
Digital Institutional Repository 

The eScholarship@BC digital repository is a central online system 
maintained by the Boston College University Libraries. The goal is to 
showcase and preserve Boston College's scholarly output and to maxi- 
mize research visibility and influence. eScholarship@BC encourages 
community contributors to archive and disseminate scholarly work, 
peer-reviewed publications, books, chapters, conference proceedings, 
and small data sets in an online open access environment. 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



eScholarship@BC archives and makes digitally available the under- 
graduate honors theses and doctoral dissertations written by students at 
Boston College. 

As part of its eScholarship services, the Libraries host several open 
access journals. Library staff members provide set-up, initial design and 
technical support to the journal staff. For access and more information 
about eScholarship@BC, visit www.bc.edu/escholarship. 
United States Government Publications 

Boston College Libraries is a member of the Federal Depository 
Library Program. O'Neill Library receives selective government docu- 
ments in electronic format, and maintains a legacy print collection. 
These materials are available to the general public as well as to Boston 
College students, faculty, and staff. Researchers can locate government 
documents in the online discovery system, and through a number of 
databases such as ProQuest Congressional and Hein Online. 

Questions about the availability of government publications 
should be directed to the Government Documents librarian or the 
Reference staff at O'Neill Library. 
Media Center 

The Media Center on the second floor of the O'Neill Library 
houses the Library's main collection of DVDs, videocassettes, compact 
discs, audiocassettes, and LPs. Media materials can be located via the 
online discovery system. The Media Center has individual viewing sta- 
tions, a preview room for small groups viewing, a classroom that may 
be reserved by faculty for classes using Media materials, digital video 
cameras, and a scanning station. 
Interlibrary Loan 

An Interlibrary Loan service is offered to students, faculty, admin- 
istrators, and staff to obtain research materials not owned by the Boston 
College Libraries. Books, journal articles, microfilm, and theses and 
government documents may be borrowed from other libraries across 
the nation. Some materials arrive within a day or two and electronic 
titles are delivered directly to the user's desktop. Requests are made by 
using forms in the online discovery system and the Find It option that 
appears in many online databases. 
Boston Library Consortium 

The Boston Library Consortium (BLC) is a group of area libraries 
which includes Boston College, Brandeis University, Boston University, 
Massachusetts Institute of Technology, Northeastern University, Tufts 
University, the University of Massachusetts system, the University of 
New Hampshire, Wellesley College, and Williams College, as well as 
the State Library of Massachusetts and the Marine Biological Laboratory 
at Woods Hole. Boston College offers direct self-service borrowing 
and delivery from the BLC libraries by using WorldCat Local, one 
of the databases available to the BC community. With a Consortium 
borrower's card, faculty and students may visit a BLC library and check- 
out directly from the member library. In order to receive a BLC card, 
ask at the O'Neill Circulation Desk for more information about the 
Consortium services. 
Association of Research Libraries (ARL) 

ARL is a nonprofit organization of 124 research libraries at com- 
prehensive, research-extensive institutions in the U.S. and Canada that 
share similar research missions, aspirations, and achievements. It is an 
important and distinctive association because of its membership and 
the nature of the institutions represented. ARL member libraries make 



up a large portion of the academic and research library marketplace, 
spending more than $1 billion every year on library materials. Boston 
College was invited to become a member of ARL in 2000. 

The Libraries of Boston College include: 

Bapst Art Library, a beautiful collegiate Gothic building that 
served as the main library for over 60 years, has been restored to its 
original splendor and houses the resources for library research in art, 
architecture, art history, and photography. A gallery which displays 
student artwork is located off the lobby, while the Graduate Study 
and Research Space is located in the mezzanine of the Kresge Reading 
Room. Gargan Hall, with its magnificent stained glass windows, pro- 
vides for quiet study 24 hours a day, five days a week when classes are 
in session. For more information, visit www.bc.edu/bapst. 

John J. Burns Library of Rare Books and Special Collections: The 
University's special collections, including the University's Archives, are 
housed in the Honorable John J. Burns Library, located in the Bapst 
Library Building, north entrance. These distinguished and varied col- 
lections speak eloquently of the University's commitment to the pres- 
ervation and dissemination of human knowledge. The Burns Library 
is home to more than 250,000 volumes, some 16 million manuscripts, 
and important collections of architectural records, maps, art works, 
photographs, films, prints, artifacts, and ephemera. Though its collec- 
tions cover virtually the entire spectrum of human knowledge, the Burns 
Library has achieved international recognition in several specific areas of 
research, most notably: Irish studies; British Catholic authors; Jesuitana; 
Fine Print; Catholic liturgy and life in America, 1925—1975; Boston 
history; the Caribbean, especially Jamaica; Nursing; and Congressional 
archives. It has also won acclaim for significant holdings on American 
detective fiction, Thomas Merton, Japanese prints. Colonial and early 
Republic Protestantism, banking, and urban studies, anchored by the 
papers of Jane Jacobs. To learn more about specific holdings in Burns, 
please see www.bc.edu/burns. Burns sponsors an active exhibit and lec- 
ture series program. Burns is also actively digitizing many of its holdings, 
and these collections can be viewed at: www.bc.edu/libraries/collections/ 
collinfo/digitalcoUections.html. 

The University Archives are the official non-current papers and 
records of an institution that are retained permanently for their legal, 
fiscal, or historical values. The University Archives, a department within 
the John J. Burns Library, contains: the office records and documents 
of the various University offices, academic and other; copies of all 
University publications, including student publications; movie footage 
of Boston College football; some audiovisual materials; and tape record- 
ings of the University Lecture Series and other significant events. A 
significant collection of photographs documents the pictorial history of 
Boston College. Alumni, faculty, and Jesuit records are also preserved. 
In addition, the University Archives is the repository for the records of 
Newton College of the Sacred Heart (1946—1975) and the documents 
of the Jesuit Community of Boston College (1863-). 

The Educational Resource Center, a state-of-the-art-center, serves 
the specialized resource needs of the Lynch School of Education students 
and faculty. The collections include children's books, fiction and non- 
fiction, curriculum and instructional materials in all formats, educational 
and psychological tests, educational software intended for elementary 
and secondary school instruction, and educational technology. In addi- 
tion, the ERG has an interactive technology room designed to assist 
students in integrating computers and other technology in the K— 12 
classroom as well as to practice lesson plans and presentations. These 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



materials are unique to the needs of the Lynch School of Education 
and do not duplicate materials found in the O'Neill Library. For more 
information, visit www.bc.edu/erc. 

Located on the Newton Campus, the Law School Library has a 
collection of approximately 468,000 volumes and volume equivalents 
of legal and related materials in a variety of media. The collection 
includes primary source materials consisting of reports of judicial deci- 
sions and statutory materials as well as a broad collection of secondary 
research materials in the form of textbooks and treatises, legal and relat- 
ed periodicals, legal encyclopedias, and related reference works. Most 
law-related licensed databases, with the exception of LexisNexis and 
Westlaw, are open for the entire university's use and may be accessed 
remotely. The Library possesses substantial and growing collections of 
international and comparative law works. The Daniel R. Coquillette 
Rare Book Room holds the Law Library's special collections and fea- 
tures an ongoing series of exhibits. For more information, visit www.be. 
edu/lawlibrary. 

The Catherine B. O'Connor Geophysics Library: Located at 
Weston Observatory, this library contains a specialized collection of 
earth sciences monographs, periodicals, and maps, particularly in the 
areas of seismology, geology, and geophysics. For more information, 
visit www.bc.edu/libraries/collections/weston.html. 

The Thomas P. O'Neill, Jr., Library is named for the former 
Speaker of the U.S. Llouse of Representatives, Thomas P. "Tip" O'Neill, 
Jr., class of 1936. The O'Neill Library is the central research library of 
the University and is located on the Main Campus in Chestnut Hill. 
Collections include approximately 2.1 million volumes on a broad 
range of subjects reflecting the University's extensive curriculum and 
research initiatives. For more information visit, www.bc.edu/libraries/ 
coUections/oneill.html. 

The Connors Family Learning Center (CFLC), located on the 
second floor of O'Neill Library in the Eileen M. and John M. Connors, 
Jr., Learning Center, is a comprehensive, inclusive resource serving all 
of the University's students and faculty. The mission of the Center is 
to enhance teaching and learning across the University. One of the 
CFLC's three professional staff members assists students with learning 
disabilities, helping to ensure their academic success at Boston College. 
The Center offers free peer tutoring as well as sponsors seminars, 
workshops, and discussions for faculty and graduate teaching fellows 
on strategies for successful teaching and learning. 

The Social Work Library, located in McGuinn Hall, offers the 
full range of library services and resources needed to support students 
of the Graduate School of Social Work. The collection also serves the 
departments of Psychology, Political Science, Sociology, Nursing, and 
related disciplines. Services are provided on-site by two librarians and 
two staff members. Many services can be accessed remotely through the 
Social Work Library website. For more information, visit www.bc.edu/ 
libraries/coUections/socialwork.html. 

The Theology and Ministry Library (TML) is the newest Boston 
College library. Serving the research, teaching, learning, and pastoral 
formation needs of the School of Theology and Ministry and Saint 
John's Seminary, the library's collections are centered in biblical stud- 
ies. Catholic theology, history, canon law, and Jesuitana. The TML 
is a member library of the Boston Theological Institute Libraries and 
Resources Network whose libraries' combined collections number 
nearly a million and a half volumes in theology and related disciplines. 



In addition, because of its close relationship to the highly respect- 
ed New Testament Abstracts which are edited and published at Boston 
College, the library is a depository of virtually all significant interna- 
tional publications in New Testament and related fields. For more 
information visit www.bc.edu/libraries/collections/theology.html. 

Media Technology Services 

Media Technology Services, a division of Information Technology 
Services, provides a full range of media and technology services to the 
entire University. MTS can assist members of the Boston College com- 
munity who are using technology in the areas of teaching and learning, 
research projects, conference planning, and event support. 

A wide array of equipment and multimedia display devices are 
available, and MTS can provide training and support for faculty who 
teach in classrooms that are equipped with the latest in multimedia 
technology. Services such as digital photography and media, video and 
audio production, CD and DVD production and duplication, and 
graphic design are also available. Faculty who wish to reach their stu- 
dents outside of the classroom can take advantage of the BC Cable TV 
system by airing original or rental films and videos. Media Technology 
Services is located in Campion Hall, Room 36. For more information, 
call 617-552-4500 or visit www.bc.edu/offices/mts/home.html. 

Divisions within MTS include: 

Classroom Support Services 

Graphic Services 

Photography Services 

Audio Services 

Video Services 

Cable Television Services 

Film and Video Rentals 

Newton Campus Support Services 

Project Management and Technical Support Services 

University Research Institutes and 
Centers 

Research is an important part of the intellectual life at Boston 
College. Faculty members, graduate students, and undergraduates 
collaborate in a range of research strategies across the disciplines and 
professional schools including laboratory studies, quantitative and 
qualitative research, archival and textual research, theory development, 
and field and basic research. In addition to the work of individual 
faculty and units, Boston College supports the collaborative work of 
faculty and students across the University through the following centers 
and institutes: 

Boisi Center for Religion and American Public Life 

Through its many campus events, seminars, publications, and visit- 
ing fellows program, the Boisi Center creates opportunities for scholars, 
policy makers, and media and religious leaders to connect in conversa- 
tion and scholarly reflection around issues at the intersection of religion 
and American public life. The Center does not seek to advance any ide- 
ological or theological agenda, whether conservative or liberal. Rather, 
it operates on the conviction that rigorous conversation about religion 
and public life can clarify the moral consequences of public policies in 
ways that help to maintain the common good while respecting America's 
increasing religious diversity. For more information, visit www.bc.edu/ 
boisi. 



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7 



About Boston College 



Center for Christian-Jewish Learning 

The Center for Christian-Jewish Learning is devoted to the muhi- 
faceted development and implementation of new relationships between 
Christians and Jews that are based not merely on toleration, but on 
full respect and mutual enrichment. This defining purpose flows from 
the mission of Boston College and responds to the vision expressed in 
Roman Catholic documents ever since the Second Vatican Council. 

The building of new, positive relationships between Jews 
and Christians requires sustained collaborative academic research. 
Therefore, under the Center's auspices, scholars and thinkers repre- 
senting diverse Jewish and Christian perspectives engage in intense and 
ongoing study of all aspects of our related, yet distinct, traditions of 
faith and culture. 

The Center is thus dedicated to conducting educational research 
and to offering programs, both in the University and the wider com- 
munity, in which Christians and Jews explore their traditions together. 
For more information, visit www.bc.edu/cjlearning. 

Center for Corporate Citizenship 

The Boston College Center for Corporate Citizenship has a mem- 
bership base of 400 global companies who are committed to leveraging 
their social, economic, and human resources to ensure business success 
and a more just and sustainable world. The Center, which is a part of 
the Carroll School of Management, achieves results through the power 
of research, education, and member engagement. The Center offers 
publications including an electronic newsletter, research reports, and a 
weekly media monitor; professional development programs; and events 
that include an annual conference, roundtables, and regional meetings. 
Contact the Center for Corporate Citizenship at 617-552-4545, www. 
bccorporatecitizenship.org, or ccc@bc.edu. 

Center for East Europe, Russia, and Asia 

The Center's programs encourage faculty and students to par- 
ticipate in interdepartmental endeavors on both the graduate and 
undergraduate levels. Participating faculty come from the Fine Arts, 
History, Philosophy, Political Science, Slavic and Eastern Languages 
and Literatures, and Theology departments, and offer over 80 academic 
courses connected with the study of the culture, history, and political 
life of East Europe, Russia, the Balkans, and Central Asia. 

Information is available from the Directors, Cynthia Simmons 
(Slavic and Eastern Languages and Literatures, Lyons Hall, Room 210) 
and Roberta Manning (History, Maloney Hall, Room 417). 

Center for Human Rights and International Justice 

The Center for Human Rights and International Justice, a col- 
laborative effort of faculty from various departments and schools at 
Boston College, addresses the increasingly interdisciplinary needs of 
human rights work. Through multidisciplinary training programs, 
applied research, and the interaction of scholars with practitioners, the 
Center aims to nurture a new generation of scholars and practitioners 
who draw upon the strengths of many disciplines, and the wisdom of 
rigorous ethical training in the attainment of human rights and inter- 
national justice. For more information, visit www.bc.edu/humanrights. 

Center for Ignatian Spirituality 

The Center for Ignatian Spirituality at Boston College offers 
members of the university — and faculty and staff in particular — oppor- 
tunities to learn about and experience more deeply the spirituality of 
Ignatius Loyola, the founder of the Society of Jesus. This spirituality 
is at the heart of the Jesuit mission of Boston College. The Center 



sponsors talks on campus, and offers retreats, seminars, and reflection 
opportunities for groups as well as individual spiritual direction. For 
more information, visit us at Rahner House, 96 College Road, or call 
617-552-1777 or visit www.bc.edu/centers/cis. 

Center for International Higher Education 

Established in 1995 and housed in the Lynch School of Education, 
the Center for International Higher Education (CIHE) is a research 
and service agency providing information, publications, and a sense 
of community to colleges and universities worldwide. Our focus is 
conducting research and disseminating knowledge on current issues in 
higher education worldwide. We are concerned with academic institu- 
tions in the Jesuit tradition, as well as with other universities. There is a 
special concern with the needs of academic institutions in the develop- 
ing countries of the Third World. 

Center activities include the publication of International Higher 
Education, a quarterly newsletter dealing with the central concerns of 
higher education in an international context; a book series on higher 
education; the maintenance of an international database of administra- 
tors, policy makers, and researchers in the field of higher education; 
and sponsorship of an international conference on higher education 
issues. Visiting scholars from Jesuit and other universities worldwide 
occasionally are in residence at the Center. CIHE works in conjunction 
with the Higher Education Program of the Lynch School. 

For more information on the Center for International Higher 
Education, visit www.bc.edu/cihe. 

Center for Optimized Student Support 

The mission of the Center for Optimized Student Support is to 
study the most effective ways to address the out-of-school factors impact- 
ing student learning and thriving in schools. The Center develops, tests, 
and disseminates innovative practices that address these out-of-school 
factors (social/emotional, health, and family) by optimizing student sup- 
port in schools. 

Center for Retirement Research 

The Center for Retirement Research at Boston College was estab- 
lished through a grant from the Social Security Administration in 1 998. 
The goals of the Center are to promote research on retirement issues, 
to transmit new findings to the policy community and the public, to 
help train new scholars, and to broaden access to valuable data sources. 
The Center is the headquarters for researchers and experts in affili- 
ated institutions including MIT, Syracuse University, the Brookings 
Institution, the Urban Institute, and the American Enterprise Institute. 
The Center is structured around an interdisciplinary research team 
with backgrounds in actuarial science, demography, economics, eco- 
nomic history, finance, political science, sociology, and social work. 
This team possesses a breadth of knowledge on retirement issues that 
is virtually unmatched in the field. As the nation confronts the myriad 
issues surrounding how best to ensure adequate retirement income 
for an aging population, the Center's research experts explore trends 
in Social Security, private pensions, and other sources of retirement 
income and labor force issues involving older workers. The Center also 
employs undergraduate and graduate research assistants and sponsors 
competitive grant programs for junior faculty and graduate students. 

For more information on publications, events, and financial sup- 
port programs, call (617-552-1762), send an email (crr@bc.edu), or 
visit the Center's website (http://crr.bc.edu). 



8 



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About Boston College 



Center for Student Formation 

The Center for Student Formation engages students to explore 
the connection between their talents, dreams, and the world's deep 
needs. By incorporating faculty and staff into all areas of program- 
ming, the Center provides opportunities in which students may fully 
integrate their intellectual, social, and spiritual experiences. In addition 
to sponsoring events for faculty, staff, and students, the Center for 
Student Formation collaborates with University departments to serve 
as a resource for new program design and implementation. 

Center for the Study of Testing, Evaluation, and 
Educational Policy (CSTEEP) 

The Lynch School of Education houses the Center for the 
Study of Testing, Evaluation, and Educational Policy (CSTEEP), a 
University-supported research center internationally recognized for its 
work in the policy uses of tests. This research center is a rich resource 
for all programs in education and is especially known for its work 
with large-scale assessment surveys such as the National Assessment of 
Educational Progress and in the analyses of policies related to test-based 
educator accountability. 

Further information on CSTEEP is available on its website at 
www.bc.edu/research/csteep. 

Center on Wealth and Philanthropy 

The Center on Wealth and Philanthropy (CWP), formerly the 
Social Welfare Research Institute, studies spirituality, wealth, philan- 
thropy, and other aspects of cultural life in an age of affluence. The 
Center's mission is to create fresh and valid thinking about the spiritual 
foundations of wealth and philanthropy in order to create a wiser and 
more generous allocation of wealth. CWP is a recognized authority on 
the meaning and practice of care, on the patterns and trends in indi- 
vidual charitable giving, on philanthropy by the wealthy, and on the 
forthcoming $41 trillion wealth transfer. 

CWP has published research on the patterns, meanings, and 
motives of charitable giving; on survey methodology; on the formal 
and informal care in daily life; and on financial transfers to family and 
philanthropy by the wealthy. Other areas of research include the "new 
physics of philanthropy," which identifies the economic and social- 
psychological vectors inclining wealth holders toward philanthropy. 
Other initiatives include (1) educating fundraising and financial 
professionals in the use of a discernment methodology based on 
Ignatian principles for guiding wealth holders through a self-reflective 
process of decision making about their finances and philanthropy; (2) 
analyzing what key religious and philosophical thinkers understand 
and teach about wealth and charity; (3) estimating wealth transfer 
projections for states and metropolitan regions; and (4) analyzing the 
patterns of relative philanthropic generosity among cities, states, and 
regions in the U.S. Additionally, the Center had conducted the study 
titled "The Joys and Dilemmas of Wealth," which surveyed people 
worth $25 million or more and delved into the deeper meanings, 
opportunities, and hindrances facing wealth holders. The Center, 
known for its 2009 wealth transfer estimate of $41 trillion, has recently 
produced a completely revised Wealth Transfer model, indicating an 
even greater projection for wealth transfer than the 2009 study. Based 
on the new model, the Center has produced a wealth transfer reports 
for North Dakota and Rhode Island, and is now working on estimates 
for various Florida metro areas and counties as well as the Boston 
Metro Area. 



Over the past 20 years, CWP has received generous support from 
the T. B. Murphy Foundation Charitable Trust, the Bill and Melinda 
Gates Foundation, Wells Fargo, the W. K. Kellogg Foundation, the 
Lilly Endowment, Inc., the Boston Foundation, the John Templeton 
Foundation, the Wieler Family Foundation, Eaton Vance Investment 
Counsel, and Silver Bridge financial advisement. For more informa- 
tion, visit www.bc.edu/cwp. 

Center for Work & Family 

The Boston College Center for Work & Family (BCCWF) is a 
global leader in helping organizations create effective workplaces that 
support and develop healthy and productive employees. The Center, 
part of the Carroll School of Management, links the academic commu- 
nity to leaders in the working world dedicated to promoting workforce 
effectiveness. With nearly 100 leading employers as our corporate part- 
ners, BCCWF has the potential to affect the lives and work environ- 
ments of four million employees. As work-life issues continue to become 
more prominent in discussion, BCCWF is frequently called upon as an 
expert contributor to explore the myriad of challenges facing workplaces, 
families, and society. 

The Center's values are: 

• Bridging Research and Practice: We seek to advance the depth 
and quality of knowledge in the work-life field and serve as a 
bridge between academic research and organizational practice. 

• Transforming Organizations: We believe any work-life initiative 
is also an organizational change initiative. We help identify and 
develop organizational models to meet the needs of a contempo- 
rary workforce and provide expertise to assist in implementing 
these changes successfully. 

• Strengthening Society: We believe employers who recognize and 
manage the interdependence of work, family, and community 
build stronger organizations and a more vibrant society. 

The Center's initiatives fall into three broad categories: workplace 
partnerships, research, and education. 

• Workplace Partnerships: The Center is home to three highly 
successful employer partnerships: the Work and Family 
Roundtable, established in 1990, the New England Work and 
Family Association (NEWFA), established in 1992, and the 
Global Workforce Roundtable, established in 2006. 

• Research: The Center focuses attention on applied studies that 
contribute knowledge building, meet standards of rigorous 
research, and are meaningful and practical to practitioners. 
The Center's research focuses on how organizational leadership, 
culture, and human resource practices increase work force pro- 
ductivity and commitment while also improving the quality of 
employees' lives. Recent topics of focus include career manage- 
ment, workplace flexibility, fatherhood, and Millennial in the 
workplace. 

• Education: Consistent with the mission of Boston College, 

the Center is committed to academic excellence. Several courses 
are offered within the Boston College community as well as 
customized educational programs that can be presented within 
organizations. The publications produced by the Center are 
available as educational resources, including an Executive 
Briefing Series, which addresses strategic issues relevant to the 
current business climate. 
For more information, visit www.bc.edu/cwfor follow @BCCWF. 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Institute of Medieval Philosophy and Theology 

The Institute is a center that unites the teaching and research 
efforts of the faculty members in the Philosophy and Theology depart- 
ments who specialize in Christian, Jewish, and Arabic medieval phi- 
losophy and theology. Doctoral degrees are awarded in the Philosophy 
or Theology departments, and students matriculate in one of these two 
departments. The focus of the Institute is on the relationship between 
medieval philosophy and theology and modern continental philosophy 
and theology. 

To foster this dialogue and encourage the scholarly retrieval of the 
great medieval intellectual world, the Institute offers graduate student 
fellowships and assistantships through the Philosophy and Theology 
Departments; sponsors speakers programs; runs a faculty-student semi- 
nar to investigate new areas of medieval philosophical and theological 
research; and has set up a research center to assist in the publication 
of monographs and articles in the diverse areas of medieval philosophy 
and theology to encourage the translations of medieval sources, and 
to stimulate editions of philosophical and theological texts. For more 
information, visit www.bc.edu/schools/cas/theology/graduate/special/ 
med-phil.html. 

Institute for Scientific Research 

Formed in 1954, The Institute for Scientific Research (ISR) is the 
largest sponsored research center at Boston College. It embodies the 
University's motto "Ever to Excel." It has been and continues to be at 
the forefront of world-class innovative research. 

Our highly skilled team of scientists, engineers, mathematicians, 
and research associates uses its expertise for theoretical and experimen- 
tal studies that include space physics, space chemistry, solar-terrestrial 
research, space weather, and seismic studies. 

Our current projects include heavenly explorations, such as 
observing the celestial sky to interpret the changes in infrared emissions 
in space, and earthbound pursuits, such as defining the efifects of solar 
storms on space-based communication and navigation systems. 

Our researchers are fully dedicated to their work and have 
achieved numerous awards and high acclaim from our sponsors, who 
include the following: 

• Air Force Research Laboratory (AFRL) 

• Air Force Office of Scientific Research (AFOSR) 
Office of Naval Research (ONR) 

• National Science Foundation (NSF) 

• National Aeronautics and Space Administration (NASA) 

• Federal Aviation Administration (FAA) 

• Other sponsors and partners from industry and academia 

As an organized research institute at Boston College, ISR sup- 
ports the research mission of Boston College to conduct national and 
international significant research that advances insight and understand- 
ing, enriches culture, and addresses pressing social needs. Through our 
research and workshops, ISR also fosters the intellectual development 
of young scientists from around the world. For more information on 
our programs, visit www.bc.edu/isr. 

Institute for the Study and Promotion of Race and 
Culture (ISPRC) 

The ISPRC was founded in 2000, under the direction of Dr. 
Janet E. Helms, to promote the assets and address the societal conflicts 
associated with race or culture in theory and research, mental health 
practice, education, business, and society at large. 



The ISPRC solicits, designs, and disseminates effective interven- 
tions with a proactive, pragmatic focus. Each year the Institute addresses 
a racial or cultural issue that could benefit from a pragmatic scholarly 
focus through its Diversity Challenge conference. An annual Summer 
Workshop focuses on teaching applied skills to mental health profession- 
als, educators, and students in related fields. For more information, visit 
www.bc.edu/isprc. 

Irish Institute 

The Irish Institute is a division of the Center for Irish Programs 
at Boston College. The mission of the Institute is to promote the peace 
and normalization process on the island of Ireland and to contribute 
to social, political, and economic stability through cross-border and 
cross-community cooperation. Professional development programming 
by the Institute introduces Irish and Northern Irish participants to 
successful models of best practices in the U.S., as well as offering an 
opportunity for cultural exchange that promotes mutual understanding 
among the U.S., Ireland, and Northern Ireland. 

Since its founding in 1997, more than 1,000 decision-makers 
from all sectors, including government, business, education, environ- 
ment, policing, media, and nonprofits, have participated in over 100 
Irish Institute programs. Programs balance classroom seminars led 
by Boston College faculty with site visits to innovative and effective 
industry leaders in Massachusetts and across the United States. The 
Irish Institute is regarded as an honest broker by all parties on the island 
of Ireland, and its reputation for delivering quality programming in an 
inclusive environment attracts leaders from all communities and from 
across the political spectrum. 

The Irish Institute's 2012—2013 programming will address, 
among other issues, the relationship between the arts and business, 
cost-cutting policy making, disabilities and equal access, the marine 
economy, political leadership, social enterprise and unemployment, 
executive leadership, and global management strategy. 

The Institute receives annual funding from Boston College, the 
U.S. Congress through the U.S. Department of State, the Bureau of 
Cultural and Educational Affairs, as well as through external business 
partnerships. For more information, visit our website at www.bc.edu/ 
irishinstitute or contact Director, Dr. Robert Mauro at 617-552-4503. 

Jesuit Institute 

The Jesuit Institute was established in 1988 to contribute towards 
the response to the question of identity. The Institute, initially funded 
by the Jesuit Community at Boston College, is not an additional or 
separate academic program. Rather, it is a research institute that works 
in cooperation with existing schools, programs, and faculty primarily 
but not exclusively at Boston College. Within an atmosphere of com- 
plete academic freedom essential to a university, the Institute engages 
positively in the intellectual exchange that constitutes the University. 
Its overarching purpose is to foster research and collaborate interchange 
upon those issues that emerge at the intersection of faith and culture. 
Through its programs, the Institute does this in two ways: by support- 
ing the exploration of those religious and ethical questions raised by 
this intersection, and by supporting the presence of scholars committed 
to these questions. Visit www.bc.edu/centers/jesinst. 

Lonergan Center 

Studies related to the work of the Jesuit theologian and philoso- 
pher Bernard Lonergan, S.J., (1904—1984) are fostered and advanced 
in the Lonergan Center at Boston College. Inaugurated in 1986, 



10 



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About Boston College 



the Center houses a growing collection of Lonergan's published and 
unpublished writings as well as secondary materials and reference 
works. Boston College sponsors the annual Lonergan Workshop each 
June, providing resources, lectures, and workshops for the study of the 
thought of Bernard Lonergan, S.J. Scholarships and fellowships offered 
by the Lonergan Institute enable scholars from around the world to 
utilize the resources of the Center. For more information, visit www. 
bc.edu/lonergan. 

TIMSS & PIRLS International Study Center 

The TIMSS & PIRLS International Study Center, Lynch School 
of Education, is a global research enterprise that conducts assessments 
of student educational achievement in countries all around the world. 
Drs. Ina V.S. MuUis and Michael O. Martin, Executive Directors, 
provide the overall international direction of TIMSS (Trends in 
International Mathematics and Science Study) and PIRLS (Progress 
in International Reading Literacy Study). In 2011, nearly 90 countries 
and 900,000 students participated in TIMSS and PIRLS. 

TIMSS assesses mathematics and science at 4th and 8th grades, 
as well as advanced mathematics and physics at 12th grade (TIMSS 
Advanced). PIRLS assesses reading comprehension at the fourth grade 
and has a less difficult version for developing countries (prePIRLS). 
The TIMSS & PIRLS International Study Center is funded by 
the International Association for the Evaluation of Educational 
Achievement (lEA), headquartered in The Netherlands. For more 
information, visit timss.bc.edu or pirls.bc.edu. 

Weston Observatory of the Department of Earth and 
Environmental Sciences 

The Weston Observatory of Earth and Environmental Sciences, 
formerly Weston College (1928—1949), is the seismology research 
division of the Department of Earth and Environmental Sciences at 
Boston College. It is a premier research institute and exceptional sci- 
ence education center. The Observatory's Boston College Educational 
Seismology Project uses seismology as a medium for inviting students 
into the world of science research by inquiry-based learning through 
investigations of earthquakes recorded by seismographs located in doz- 
ens of K— 12 classrooms. The Weston Observatory provides free guided 
or self-guided tours of its facilities to numerous private-, public-, char- 
ter-, and home-schooled students and teachers, community groups, 
and the general public. The Weston Observatory also hosts monthly 
evening science colloquiums for the public, and welcomes a limited 
number of local high school interns and BC students working on a 
variety of geophysical research projects to help the senior scientists for a 
unique educational opportunity. The Weston Observatory serves as the 
seismology information and data resource center to the Massachusetts 
Emergency Management Agency (MEMA), the media, first respond- 
ers, the general public, and other stakeholders. 

Weston Observatory was one of the first participating facilities 
in the Worldwide Standardized Seismograph Network and currently 
monitors earthquake activity in the northeast U.S., as well as distant 
earthquakes. The facilities at Weston Observatory offer students a 
unique opportunity to work on exciting projects with modern scien- 
tific research equipment in a number of different areas of seismology 
research. For more information, visit www.bc.edu/westonobservatory. 



Student Life Resources 

Athletics Department 

In keeping with its tradition as a Catholic and Jesuit university, 
rooted in a belief that seeks God in all things, especially in human 
activity, the Boston College Athletics Department offers a broad-based 
program of intercollegiate athletics, as well as intramural, recreation, 
and club sport opportunities. Through these activities, the Athletics 
Department provides an educational experience that promotes the 
development of the whole person intellectually, physically, socially, 
and spiritually. Through its offerings, the Athletics Department plays 
an integral part in the personal formation and development of students, 
preparing them for citizenship, service, and leadership. 

The University's pursuit of a just society is fostered through 
the Athletics Department's commitment to the highest standards of 
integrity, ethics, and honesty. The Athletics Department promotes the 
principles of sportsmanship, fair play, and fiscal responsibility in com- 
pliance with University, Conference, and NCAA policies. 

The Athletics Department supports and promotes the University's 
goal of a diverse student body, faculty, and staff. In this spirit, the 
Athletics Department supports equitable opportunities for all students 
and staff, including minorities and women. 

Career Center 

The Career Center at Boston College offers an exciting program 
of services and resources designed to help students build successful 
careers. Through the Career Center, graduate students may obtain 
advice and guidance regarding career goals, internships, and job search 
techniques. Students may also network with BC alumni through 
Linkedin accounts. Professional assistance and advice on navigating a 
comprehensive, educational Career Center website is available. 

Graduate career services for business students are available through 
the Career Strategies Office of the Carroll School of Management, 
Graduate Programs. Law students also have their own career services 
office on the Newton Campus. 

Office of Campus Ministry 

Boston College is built on the Roman Catholic faith tradition 
and the spirituality of the Society of Jesus. Campus ministers strive to 
serve the Boston College Catholic community, as well as support men 
and women of other faith traditions in their desire to deepen their 
relationship to God. 

The Office of Campus Ministry provides regular opportunities 
for the celebration of the Eucharist, the Sacrament of Reconciliation, 
Confirmation and other sacraments on campus. It fosters involve- 
ment in these celebrations through the liturgical arts program, music 
ministry groups, and the training of lectors and Eucharistic ministers. 
Reconciliation services are scheduled during Advent and Lent, while 
individual confessions are available before Masses or by appoint- 
ment Campus Ministry also supports Ecumenical and Multi-faith 
services throughout the year, such as the Interfaith Thanksgiving 
Service, the Martin Luther King Memorial Service, and the Service 
of Remembrance. 

The Office of Campus Ministry offers opportunities for students 
and others to participate in experiences designed to promote justice 
and charity. Service projects include the Appalachia Volunteer Program 
(Spring and Summer), Urban Immersion, 4Boston, Loyola Volunteers, 
and the Arrupe International Service/Immersion trips to Belize, 
Nicaragua, El Salvador, Guatemala, Jamaica (Winter and Summer) and 



The Boston College Graduate Catalog 2012-2013 



11 



About Boston College 



Cuernavaca, Puebla, Chiapas, Morelos in Mexico. Campus Ministry 
also connects graduating seniors with the Jesuit Volunteer Corps and 
other postgraduate volunteer programs. 

The Office of Campus Ministry provides pastoral counseling for 
anyone tested or confused by life's twists and turns and its ups and 
downs. It also offers spiritual guidance for students and others seeking 
to deepen their relationship to God through the Spiritual Exercises of 
St. Ignatius of Loyola. Further, Campus Ministry provides students 
with prayer group experiences (CURA) and religious retreats through- 
out the year, like Kairos, the Busy Student Retreat, and Manresa (the 
Silent Retreat) — all faithful to the Ignatian tradition. 

Office of Campus Ministry is located in McElroy 233, 617-552- 
3475. For more information visit www.bc.edu/ministry. 

Dining Services 

Graduate students may open an optional Eagle-One account, 
which allows them to use their BC Eagle ID to make purchases at a 
variety of food and retail locations both on and off campus. Optional 
accounts are convenient, pre-paid, declining balance accounts that are 
ideal for graduate and law students. Want to save money? Opening an 
optional Dining Bucks account saves you 10% on every purchase you 
make in a dining hall or outlet such as the Bean Counter or Hillside. 
Dining Bucks are also accepted in vending machines although with no 
discount. These accounts, which are fully refundable if you don't use 
them, may be opened online any time of the year through the Agora 
Portal. 

Disability Services Office 

Services for graduate students with hearing, visual, mobility, med- 
ical, psychiatric, and temporary disabilities are coordinated through 
the Assistant Dean for Students with Disabilities. Academic support 
services provided to students who provide appropriate documentation 
are individualized and may include, but are not limited to, sign lan- 
guage interpreters, CART services, electronic textbooks, extended time 
on exams, alternate testing locations, facilitation of program modifica- 
tion, course under-loads, readers, scribes, and note-takers. Additionally, 
parking permits are granted for temporarily disabled students. The 
Assistant Dean works with each student individually to determine the 
appropriate accommodations necessary for the student's full participa- 
tion in college programs and activities. For more information, contact 
Assistant Dean Paulette Durrett at 617-552-3470 or visit www.bc.edu/ 
disability. 

Services and accommodations for students with learning dis- 
abilities and Attention Deficit Hyperactivity Disorder are coordinated 
through the Connors Family Learning Center. The Center, located in 
O'Neill Library, provides academic support services and accommoda- 
tions to undergraduate and graduate students. The Center's services are 
extensive and vary depending upon the unique needs of the individual 
student. For more information, contact Dr. Kathy Duggan at 617-552- 
8093 or visit www.bc.edu/connors. 

Graduate Student Association 

The Graduate Student Association (GSA) of Boston College is a 
student-run organization that serves graduate students in the College of 
Arts and Sciences, the Lynch School of Education, the Connell School 
of Nursing, the Graduate School of Social Work, the Carroll School of 
Management, and the School of Theology and Ministry. Additionally, 
the GSA coordinates the functions and activities of the Graduate 
African American, Hispanic, Asian, and Native American Student 



Association (Grad AHANA), and the Graduate International Student 
Association (GISA). The GSA serves two primary purposes: providing 
programming to meet graduate students' needs, and providing advo- 
cacy within the greater Boston College community for issues of import 
to graduate students. Membership in the GSA is open to any graduate 
student in good standing in one of the constituent schools. The GSA 
is lead by an Executive Board consisting of a President, Vice-President, 
and Financial Director, and by a Senate consisting of one member each 
from the constitute schools, Grad AHANA, and GISA. The GSA is 
advised by the Office of Graduate Student Life. GSA offices are located 
in the Murray Graduate Student Center at 292 Hammond Street, 
across Beacon Street from Middle Campus. For more information, 
visit www.bc.edu/gsa. 

The Office of Graduate Student Life/John Courtney 
Murray, S.J. Graduate Student Center 

As part of the Division of Student Affairs, the mission of the 
Office of Graduate Student Life is to facilitate student learning and for- 
mation in their fullest sense (integrating intellectual, ethical, religious 
and spiritual, and emotional-social development) and to promote an 
inclusive community of engaged learners while advancing the Jesuit 
Catholic heritages and values of Boston College. To this end, the Office 
of Graduate Student Life provides outreach to graduate and profes- 
sional students through a variety of programs, services, and advocacy 
efforts. Working together with faculty, staff, and student organizations, 
the Office of Graduate Student Life provides both co-curricular and 
academic support to the graduate student community. 

The John Courtney Murray, S.J. Graduate Student Center is an 
essential component of the Office's mission, serving as a center of hos- 
pitality and community building. It provides a number of services and 
amenities, including a computer lab (printing, network, and wireless 
access), study areas, meeting space, dining and lounge areas, billiards, 
ping pong, and a free DVD lending library for all current graduate 
students. Spaces within the house can be reserved for events and group 
meetings. The Center is located at 292 Hammond Street (just across 
Beacon Street from McElroy). 

For more information about programs and services provided by 
the Office of Graduate Student Life, call 617-552-1855 or visit www. 
bc.edu/gsc. 

University Health Services 

The mission of University Health Services (UHS), is to enhance 
the physical and psychological well being of Boston College students by 
providing multifaceted health care services in the Jesuit tradition of cura 
personalis (care for the entire person). UHS provides a compassionate 
safe haven for those in crisis and improves student learning outcomes 
through modifying health related barriers to learning, enabling full 
participation in the college experience. The Department is located in 
Gushing Hall on the Main Campus and can be contacted by calling 
617-552-3225. 

The Outpatient Unit staff includes full-time primary care phy- 
sicians, nurse practitioners, and on-site specialty consultants. The 
24-hour Inpatient Unit provides care for students requiring observa- 
tion and frequent physician/nurse assessments. The staff also provides 
urgent outpatient nursing assessments when the Outpatient Unit is 
closed and can be reached at 617-552-3225. 



12 



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About Boston College 



Accessing care from University Health Services is optional for 
graduate students and is available through payment of the Health/ 
Infirmary fee or on a fee-for-service basis. 

All students may have access to the facilities for first aid or in case 
of an emergency. 

The Health/Infirmary fee covers medical care provided on campus 
by University Health Services and is not to be confused with medical 
insurance. Massachusetts law requires that all students be covered by 
an Accident and Sickness Insurance Policy so that protection may be 
assured in case of hospitalization or other costly outside medical ser- 
vices. See Massachusetts Medical Insurance. 

Additional information is available at the University Health 
Services website: www.bc.edu/healthservices. For additional informa- 
tion regarding services or insurance, call 617-552-3225 or visit the 
Primary Care Center on the first floor of Cushing Hall. 

Immunization 

Graduate students registering at the credit levels listed below are 
required to comply with Massachusetts General Laws (the College 
Immunization Law): 

School Credit Level 

Woods College of Advancing Studies — Graduate 9 

College of Arts and Sciences — Graduate 9 

Lynch School of Education — Graduate 9 

Law 12 

Carroll School of Management — Graduate 9 

Connell School of Nursing — Graduate 9 

Graduate School of Social Work 9 

School of Theology and Ministry 9 

The College Immunization Law requires proof of the following 
immunizations: 

• 1 Tetanus-Diphtheria Booster (received within the past 10 years) 

• 2 Measles, Mumps, and Rubella 

• 3 doses of the hepatitis B vaccine 

• Meningitis immunization or submission of waiver form for all 
students living in University-sponsored housing 

• In addition, the Connell Graduate School of Nursing also 
requires the positive blood titers showing proof of immunity for 
measles, mumps, rubella, and varicella 

If proof of immunization for measles, mumps, and/or rubella is 
not available for students enrolled in any graduate program, a blood 
Titer showing immunity will be accepted. 

Failure to show proof of immunizations within 30 days from the 
start of classes will result in a block on your registration, and an admin- 
istrative fee of $65 will be charged to your student account. 

The only exceptions permitted are conflicts with personal reli- 
gious belief or documentation by a physician that immunizations 
should not be given due to pre-existing medical problems. 

University Counseling Services (UCS) 

University Counseling Services (UCS) provides counseling, psy- 
chological, and psychiatric services to the students of Boston College. 
The goal of UCS is to assist students in understanding and solving 
problems that interfere with their personal development and success 
as students. Services available include individual counseling and psy- 
chotherapy, psychiatric services, consultation, evaluation, and referral. 
Students wishing to make an appointment should call 617-552-3310. 



Volunteer and Service Learning Center (VSLC) 

The mission of the Volunteer and Service Learning Center is to 
support students who seek opportunities to serve others. We do this by 
communicating volunteer needs, offering advisement and resources for 
service initiatives, providing educational opportunities, and collaborating 
with other University departments who engage with students in service. 
The Center supports the education and formation of our students by 
promoting conscientious service in the context of Catholic social teach- 
ing and contemporary Jesuit education. Services include: 

• An online volunteer database available for students to find ser- 
vice placements in the Greater Boston area that fit their interests 
and schedules 

• Community partnerships in the Greater Boston area 

• Annual volunteer fairs 

• An English Language Learners program for BC employees who 
practice their language skills with BC student tutors 

• Post-graduate volunteer programming, including an annual fair, 
discernment retreat, and student advisement for those consider- 
ing full-time volunteer work after leaving Boston College 

• Advisement for domestic service projects 

• Partnership with Big Brothers Big Sisters of Massachusetts Bay 

• Support and training for University departments and student 
groups on volunteer projects 

• Annual programs including the Welles R. Crowther Red 
Bandanna 5k Run, the Fair Trade Holiday Sale, Hoops for 
Hope, Jemez Pueblo Service Program, Nicaragua Faculty/Staff 
Immersion Trip 

For more information, visit www.bc.edu/service. 

Annual Notification of Rights 

The Executive Director of Student Services and the Vice President 
for Student Affairs are responsible for notifying students annually of 
their rights under FERPA. The annual notice is to appear in the Boston 
College Bulletin and in the Boston College Student Guide. 

All non-directory information is considered confidential and will 
not be released to outside inquiries without the express written consent 
of the student. 

Student Rights Under FERPA 

Boston College maintains a large number of records regarding 
its students in the administration of its educational programs, as well 
as its housing, athletics, and extracurricular programs. The University 
also maintains employment and financial records for its own use and to 
comply with state and federal regulations. Boston College is committed 
to protecting the privacy interests of its students and to maintaining 
the confidentiality of student records in accordance with the Family 
Educational Rights and Privacy Act of 1974 (FERPA). 

These rights are as follows: 

• The right to inspect and review the student's education record 
within 45 days of the day the University receives a request for 
access. 

Any student who wishes to inspect and review information con- 
tained in an education record maintained by any office of the 
University may, with proper identification, request access to the 
record from the office responsible for maintaining that record. 
In general, and absent an exception under FERPA, the student is 



The Boston College Graduate Catalog 2012-2013 



13 



About Boston College 



to be granted access to the record as soon as possible and, unless 
the circumstances require the existence of a formal request, an 
oral request may be honored. 

Whenever an office responsible for maintaining education 
records is unable to respond at once, the student may submit to 
the Office of Student Services, dean, academic department head, 
or other appropriate official a written request that identifies the 
record he or she wishes to inspect. The University official is to 
make arrangements for access, and is to notify the student of 
the time and place the record may be inspected. If the record is 
not maintained by the University official to whom the request 
is submitted, that official is to advise the student of the correct 
official to whom the request is to be addressed. 

• The right to request the amendment of the student's education 
record if the student believes that information contained in his 
or her record is inaccurate, misleading or in violation of his or 
her rights of privacy. 

Any student who believes that information contained in his or 
her education record is inaccurate, misleading, or in violation of 
his or her rights of privacy is to write to the University official 
responsible for the record, clearly identifying the part of the 
record he or she wants changed, and specifying why the record 
should be amended. 

If the University concludes that the record should not be amend- 
ed as requested, the University will notify the student, advise the 
student of his or her right to a hearing and provide information 
about the hearing process. 

• The right to consent to the disclosure of personally identifiable 
information contained in the student's education record, except 
to the extent permitted under FERPA. One exception that 
permits disclosure without consent is disclosure to University 
officials with legitimate educational interests, which may include 
employees in administrative, supervisory, academic or research, 
or support staff position (including law enforcement unit per- 
sonnel and health staff) ; members of the Board of Trustees; and 
students serving on an official committees, such as a disciplinary 
or grievance committees, or assisting another University officials 
in performing their tasks. University officials may also be con- 
tractors, consultants, volunteers or other outside parties to whom 
the University has outsourced institutional services or functions 
that would ordinarily be performed by University employees. 
The University may disclose education records without consent 
to officials of other educational institutions that have requested 
the records and in which a student seeks or intends to enroll 

or is already enrolled so long as the disclosure is for purposes 
related to the student's enrollment or transfer. 

• The right to file a complaint with the U.S. Department of 
Education concerning alleged failures by the University to 
comply with the requirements of FERPA. Written complaints 
may be directed to the Family Policy Compliance Office, 
U.S. Department of Education, 400 Maryland Avenue, SW, 
Washington, D.C., 20202-4605. 

Confidentiality of Student Records 

Certain personally identifiable information from a student's edu- 
cation record, designated by Boston College as directory information, 
may be released without the student's prior consent. This information 



includes name; term, home, local, and electronic mail addresses; tele- 
phone listing; date and place of birth; photograph; major field of study; 
enrollment status; grade level; participation in officially recognized 
activities and sports; weight and height of members of athletic teams; 
dates of attendance; school/college of enrollment; anticipated date of 
graduation; degrees and awards received; the most recent previous edu- 
cational agency or institution attended; and other similar information. 
Electronic access to selected directory information is available 
to both the Boston College community and the general public. A 
student who so wishes has the right to prevent the release of all direc- 
tory information including verification of enrollment, or to suppress 
selected directory information in their Agora Portal account under 
"Privacy Preferences." This must be done by the end of the first week 
of enrollment. 

Disclosures to Parents of Students 

When a student reaches the age of 18, or attends a postsecond- 
ary institution regardless of age, FERPA rights transfer to the student. 
Guidelines for the disclosure of information to parents are as follows: 

• Parents may obtain directory information at the discretion of the 
institution. 

• Parents may obtain nondirectory information (e.g., grades, GPA) 
at the discretion of the institution and after it is determined that 
the student is legally dependent on either parent. 

• Parents may also obtain nondirectory information if they have a 
signed consent from the student. 

Consumer Notices and Disclosures 
(HEOA) 

The university provides access to all the annual consumer notices 
and disclosures required by the Higher Education Opportunity Act 
("HEOA"), which reauthorized the Higher Education Act of 1965, at 
the following url: www.bc.edu/offices/evp/noticesanddisclosures.html. 
Each linked disclosure web page explains how to request a paper copy 
of that disclosure. 

• Institutional and Student Information, including information 
regarding the University's academic programs, facilities, faculty, 
academic improvement plans, accreditation, student rights with 
respect to the privacy of student records, transfer of credit poli- 
cies, resources for students with disabilities, the diversity of the 
student body, voter registration, copyright and file-sharing, and 
how to reach the Office of Student Services, which maintains a 
wealth of resources and information for students and prospective 
students; 

• Financial Information, including the cost of attendance, with- 
drawal and refund policies, information regarding financial aid 
programs (including information about eligibility requirements 
and criteria, forms, policies, procedures, standards for maintain- 
ing aid, disbursements and repayment), student employment 
information and exit counseling information, and how to reach 
Office of Financial Aid; 

• Student Outcomes, including information regarding reten- 
tion rates, graduation rates, and placement and education of 
graduates; 

• Vaccination Policy, including the University's policies with 
respect to immunizations required under Massachusetts law; 

• Annual Campus Security and Fire Safety Report, including 
statistics for the previous three years concerning reported crimes 



14 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



that occurred on campus and on public property immediately 
adjacent to and accessible from the campus and fires that 
occurred in on-campus housing facilities, and descriptions of the 
campus safety programs and policies, including information 
regarding safety notification and emergency response procedures, 
missing student notification procedures, campus law enforce- 
ment, sexual assault programs, and fire safety programs; 

• Drug-Free Campus and Workplace Program, including Boston 
College's standards of conduct and legal sanctions with respect 
to the unlawful possession, use and distribution of illegal drugs 
and alcohol by students, faculty, and staff, including sanctions 
with respect to the unlawful possession, use and distribution of 
illegal drugs and alcohol by students, faculty, and staff, some of 
the health risks and consequences of substance abuse, Boston 
College's continuing obligation to provide a drug-free workplace 
under the Drug-Free Workplace Act of 1988, and the obligation 
of all individual federal contract and grant recipients to certify 
that grant activity will be drug-free; and 

• Athletic Program Information, describing how to request a 
report about the University's athletic programs that includes 
participation rates, financial support, and other information on 
men's and women's intercollegiate athletic programs from the 
Office of the Financial Vice President and Treasurer. 

Financial Aid 

Boston College offers a variety of assistance programs to help stu- 
dents finance their education. The Office of Student Services admin- 
isters federal Title IV financial aid programs that include Federal Pell 
Grants, Federal Supplemental Educational Opportunity Grants, Teach 
Grants, Federal Direct Loans (Stafford and PLUS), Federal Perkins 
Loans, and Federal Work-Study, as well as Nursing Loans. 

Financial aid application materials generally become available 
on the Student Services website (www.bc.edu/finaid) each January for 
the following academic year. Students wishing to be considered for 
assistance from federal, state, or institutional sources must complete 
all required forms. 

For more complete information on financial aid at Boston 
College, visit the Student Services website at www.bc.edu/finaid. 
Graduate and professional students should consult their school or 
department for specific policies regarding financial aid. 

General Information 

It is the student's responsibility to know and comply with all 
requirements and regulations of the financial aid programs in which 
they participate. Financial aid awards may be reduced or cancelled 
if the requirements of the award are not met. Students receiving any 
Federal Loans are expected to accept responsibility for the promissory 
note and all other agreements that they sign. Students must comply 
with all Federal Work-Study dates and deadlines. 

All financial aid awards are made under the assumption that the 
student status (full-time, three-quarter-time, or half-time) has not 
changed. Any change in the student's status must be reported, in writ- 
ing, to the Office of Student Services as it can affect the financial aid 
award. 

A student's enrollment in a study abroad program approved for 
credit by the home institution may be considered enrollment at the 
home institution for the purpose of applying for assistance under the 
Title IV, HEOA programs. 



Students receiving Federal Title IV funds are subject to the fol- 
lowing withdrawal/refund process for those funds: The University 
is required to return to the federal aid programs the amount of aid 
received that was in excess of the aid "earned" for the time period the 
student remained enrolled. Students who remain enrolled through at 
least 60% of the payment period (semester) are considered to have 
earned 100% of the aid received. If the University is required to return 
funds to Title IV aid programs, those funds must be returned in the 
following order: Federal Unsubsidized Direct Loans (Stafford), Federal 
Subsidized Direct Loans (Stafford), Federal Perkins Loans, Federal 
Direct PLUS, Federal Pell Grants, Federal Supplemental Educational 
Opportunity Grants, and Federal TEACH Grants. Returning funds to 
these programs could result in a balance coming due to the University 
on the student's account. 

In addition, federal regulations require that schools monitor the 
academic progress of each applicant for federal financial assistance and 
that the school certify that the applicant is making satisfactory aca- 
demic progress toward earning his/her degree. 

Financial aid recipients have the right to appeal their financial aid 
award. However, the student should understand that Boston College 
has already awarded the best financial aid package possible based on 
the information supplied. Therefore, any appeal made should be based 
on new, additional information not already included in the student's 
original application material. An appeal should be made by letter to the 
student's Financial Aid Associate. 

When applying for financial aid, the student has the right to ask 
the following: 

• what the cost of attending is, and what the policies are on 
refunds to students who drop out. 

• what financial assistance is available, including information on 
all federal, state, local, private, and institutional financial aid 
programs. 

• what the procedures and deadlines are for submitting applica- 
tions for each available financial aid program. 

• what criteria the institution uses to select financial aid recipients. 

• how the institution determines financial need. This process 
includes how costs for tuition and fees, room and board, travel, 
books and supplies, personal and miscellaneous expenses, etc., 
are considered in the student's budget. It also includes what 
resources (such as parental contribution, other financial aid, stu- 
dent assets, etc.) are considered in the calculation of need. 

• how much of the student's financial need, as determined by the 
institution, has been met. Students also have the right to request 
an explanation of each type of aid, and the amount of each, in 
their financial aid award package. 

• students receiving loans have the right to know what the inter- 
est rate is, the total amount that must be repaid, the length of 
time given to repay the loan, when repayment must start, and 
any cancellation and deferment provisions that apply. Students 
offered a Work-Study job have the right to know what kind of 
job it is, what hours are expected, what the duties will be, what 
the rate of pay will be, and how and when they will be paid. 

A student also has the responsibility to: 

• pay special attention to his or her application for student 
financial aid, complete it accurately, and submit it on time to 
the right place. Errors can delay the receipt of the financial 
aid package. 



The Boston College Graduate Catalog 2012-2013 



15 



About Boston College 



' provide all additional information requested by either the Office 
of Student Services or the agency to which the application was 
submitted. 

• read and understand all forms he or she is asked to sign, and 
keep copies of them. 

• perform in a satisfactory manner, as determined by the employ- 
er, the work that is agreed upon in accepting a Federal Work- 
Study job. 

• know and comply with the deadlines for applications or reappli- 
cations for financial aid. 

• know and comply with the College's refund procedures. 

• notify the Office of Student Services and the lender of a loan 
(e.g.. Federal Direct Loan (Stafford)) of any change in name, 
address, or school status. 

• complete the Entrance Interview process if he or she is a new 
loan borrower. 

• complete the Exit Interview process prior to withdrawal or 
graduation. 

Notice of Non-Discrimination 

Founded by the Society of Jesus in 1863, Boston College is 
dedicated to intellectual excellence and to its Jesuit, Catholic heritage. 
Boston College recognizes the essential contribution a diverse com- 
munity of students, faculty and staff makes to the advancement of its 
goals and ideals in an atmosphere of respect for one another and for 
the University's mission and heritage. Accordingly, Boston College 
commits itself to maintaining a welcoming environment for all people 
and extends its welcome in particular to those who may be vulnerable 
to discrimination on the basis of their race, color, national origin, sex, 
religion, disability, age, marital or parental status, sexual orientation, 
military status, or other legally protected status. 

Boston College rejects and condemns all forms of harassment, 
wrongful discrimination and disrespect. It has developed procedures to 
respond to incidents of harassment whatever the basis or circumstance. 
Moreover, it is the policy of Boston College, while reserving its lawful 
rights where appropriate to take actions designed to promote the Jesuit, 
Catholic principles that sustain its mission and heritage, to comply 
with all state and federal laws prohibiting discrimination in employ- 
ment and in its educational programs on the basis of a person's race, 
color, national origin, sex, religion, disability, age, marital or parental 
status, genetic information or family medical history, or military status, 
and to comply with state law prohibiting discrimination on the basis of 
a person's sexual orientation. 

To this end, Boston College has designated its Executive Director 
for Institutional Diversity to coordinate its efforts to comply with and 
carry out its responsibilities to prevent discrimination in accordance 
with state and federal laws, including Title VI, Title IX, Section 504 
and the ADA. Any applicant for admission or employment, and all 
students, faculty members and employees, are welcome to raise 
any questions regarding this notice with the Executive Director for 
Institutional Diversity: 

Boston College Office for Institutional Diversity (OID) 

140 Commonwealth Avenue 

Chestnut Hill, MA 02467 

Phone: 617-552-2323 

Email: diversity@bc.edu 

The Executive Director for Institutional Diversity oversees 
the efforts of the following additional Title IX coordinators: (i) 



Student Affairs Title IX Coordinator (for student sexual harassment 
complaints), 260 Maloney Hall, Chestnut Hill, MA 02467, reachable 
at 617-552-3482 or (odair@bc.edu); (ii) University Harassment 
Counselor, reachable via OID (see above contact information); and (iii) 
Athletics Title IX Coordinator, the Senior Women's Administrator, 
310 Conte Forum, Chestnut Hill, MA 02467, reachable at 617-552- 
4801 or (jody.mooradian@bc.edu). 

In addition, any person who believes that an act of unlawful 
discrimination has occurred at Boston College may raise this issue 
with the Assistant Secretary for Civil Rights of the United States 
Department of Education. 

Off-Campus Housing 

The University operates an Off-Campus Housing office located 
in Maloney Hall for the convenience of those seeking referrals for 
off-campus housing. The office maintains updated listings of apart- 
ments and rooms available for rent in areas surrounding the campus. 
Interested students should visit the office Monday through Friday, 9:00 
a.m. to 5:00 p.m. Listings are available on the Residential Life website. 

Tuition and Fees 

Tuition and fees for the Graduate Schools of Management, Arts 
and Sciences, Education, Nursing, Social Work, and School of Theology 
and Ministry are billed on or about July 15 and August 15 for the fall 
and December 1 5 for the spring. Payment is due by September 1 5 and 
January 11, respectively. All students should be registered by August 15 
for the fall and December 1 5 for the spring. 

The tuition in the Law School is due semi-annually by August 10 
and by December 10. 

There is a $150 late payment fee for payments received after the 
due dates listed above. In severe cases, students whose accounts are not 
resolved by the due dates may be withdrawn from the University. 

Tuition in the Woods College of Advancing Studies is due upon 
registration. All billing statements are sent electronically. Visit www. 
bc.edu/mybill for more information. 

Graduate Tuition 

Graduate School of Arts and Sciences** 

Tuition per credit hour: 1,292 

Auditor's fee*** — per credit hour: 646 

Lynch School of Education, Graduate Programs** 

Tuition per credit hour: 1,166 

Auditor's fee*** — per credit hour: 583 

Carroll School of Management, Graduate Programs** 

Tuition per credit hour: 1,372 

Auditor's fee*** — per credit hour: 686 

Connell School of Nursing, Graduate Programs** 

Tuition per credit hour: 1,120 

Auditor's fee*** — per credit hour: 560 

Graduate School of Social Work** 

Tuition per credit hour: 992 

Auditor's fee*** — per credit hour: 496 

Law School** 

Tuition per semester: 21,585 

Tuition per credit hour (AY): 1,881 

Tuition per credit hour (Summer): 1,660 

School of Theology and Ministry** 

Tuition per credit hour: 882 

Auditor's fee*** — per credit hour: 441 



16 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Summer tuition per credit hour: 694 

Summer auditor's fee*** — per credit hour: 347 

Woods Graduate College of Advancing Studies 

Tuition per credit hour: 686 

Summer Session** 

Tuition per credit hour: 686 

Auditor's fee*** — per credit hour: 343 

**Students cross-registering in graduate programs pay tuition rates 

of the school in which they are enrolled. 

***Audits are considered fees and are not refundable. Students 

changing from credit to audit receive no refund. 

Graduate General Fees* 
Acceptance Deposit 

Lynch School of Education, Graduate Programs: 275 

Connell School of Nursing, Graduate Programs: 400 

Carroll School of Management, 

Graduate Programs — part-time: 200 

Carroll School of Management, 

Graduate Programs — full-time: 1,500 

Law School— J.D. Program***: 500 

Law School — LL.M. Program: 500 

Graduate School of Social Work 200 

***Initial deposit due by April 15 with an additional $500 due 

by June 1. 

Activity Fee — Per Semester*** 

(GSAS; LSOE, Graduate Programs; CSON, Graduate Programs; 

GSSW; STM) 

7 credits or more per semester: 45 

Fewer than 7 credits per semester: 30 

Activity Fee — Per Semester*** 

(CSOM, Graduate Programs) 

7 credits or more per semester: 55 

Fewer than 7 credits per semester: 30 

Activity Fee (Law School) 136 

Application Fee (Non-Refundable) 

Graduate School of Arts and Sciences: 70 

Lynch School of Education, Graduate Programs: 65 

Carroll School of Management, Graduate Programs: 100 

Connell School of Nursing, Graduate Programs: 50 

Graduate School of Social Work: 40 

Law School: 75 

School of Theology and Ministry: 70 

Doctoral Comprehensive/Continuation Fee (Ph.D. Candidate) and 

Master's Thesis Direction (Per Semester) 

Graduate School of Arts and Sciences: 1,242 

Lynch School of Education, Graduate Programs: 1,122 

Carroll School of Management, Graduate Programs: 1,320 

Connell School of Nursing, Graduate Programs: 1,092 

Graduate School of Social Work: 972 

Interim Study: 30 

Laboratory Fee (Per Semester): up to 930 

Late Payment Fee: 150 

Massachusetts Medical Insurance (Per Year): 2,108 

(966 fall semester; 1,142 spring semester) 

Microfilm and Binding 

Doctoral Dissertation: 125 

Master's Thesis: 90 

The Boston College Graduate Catalog 2012-2013 



Copyright Fee (Optional): 45 

Student Identification Card: 30 

(mandatory for all new students) 

*A11 fees are proposed and subject to change. 

***Students who are in off-campus satellite programs in the 
School of Social Work are exempt from the activity fee. 

Collection Cost and Fees: The student is responsible for any col- 
lection costs should his or her account be turned over to a collection 
agency as well as any court costs or fees should the account be turned 
over to an attorney. 

The Trustees of Boston College reserve the right to change the 
tuition rates and to make additional charges within the University 
whenever such action is deemed necessary. 

Massachusetts Medical Insurance 

In accordance with the Commonwealth of Massachusetts' law 
and the policies of Boston College, all students who are registered in 
a degree program and all international students will automatically be 
charged by Boston College for medical insurance. 

Non-degree students who are registered at least 75 percent of the 
full-time credit load (see chart below) will also be charged unless waiver 
information is submitted. Failure to maintain these credit levels will 
result in the termination of the medical insurance. It is the student's 
responsibility to monitor their eligibility status. 

Graduate Woods College of Advancing Studies — 7 or more 

Graduate Arts and Sciences — 7 or more 

Graduate Education — 7 or more 

Graduate Management — 7 or more 

Graduate Nursing — 7 or more 

Graduate Social Work — 7 or more 

Law School — 12 or more 

School of Theology and Ministry — 7 or more 

Boston College will offer all students who are required to enroll in 
the BC insurance plan the option of participating in the plan offered 
at the University or submitting a waiver if they have other comparable 
insurance. The details of the University's insurance plan are available 
at www.bc.edu/medinsurance. 

Students may waive the BC insurance plan by completing the 
electronic waiver form through their Agora Portal at portal.bc.edu. 
Students under the age of 18 are required to submit a written waiver 
form with the signature of their parent/guardian. This form is available 
for download at www.bc.edu/ssforms. The waiver must be completed 
and submitted by September 14, 2012, for the fall semester and by 
January 25, 2013, for spring semester. Students who do not complete 
a waiver by the due dates will be enrolled and billed for the BC plan. 

Returned Checks 

Returned checks will be fined in the following manner: 

• First three checks returned: $25 per check 

• All additional checks: $40 per check 

• Any check in excess of $2,000: $65 per check 

Withdrawals and Refunds 

Fees are not refundable. 

Tuition is cancelled subject to the following conditions: 

• Notice of withdrawal must be made in writing to the dean of the 
student's school. 

• The date of receipt of written notice of withdrawal by the 
Dean's Office determines the amount of tuition cancelled. 



17 



About Boston College 



The cancellation schedule that follows will apply to students with- 
drawing voluntarily, as well as to students who are dismissed from the 
University for academic or disciplinary reasons. 

Graduate Refund Schedule (Excluding Law) 

Graduate students (except Law students) withdrawing by the fol- 
lowing dates will receive the tuition refund indicated below. 
First Semester 

• by Sept. 12, 2012: 100% of tuition charged is cancelled 

• by Sept. 14, 2012: 80% of tuition charged is cancelled 

• by Sept. 21, 2012: 60% of tuition charged is cancelled 

• by Sept. 28, 2012: 40% of tuition charged is cancelled 

• by Oct. 5, 2012: 20% of tuition charged is cancelled 
Second Semester 

• by Jan. 23, 2013: 100% of tuition charged is cancelled 

• by Jan. 25, 2013: 80% of tuition charged is cancelled 

• by Feb. 1, 2013: 60% of tuition charged is cancelled 

• by Feb. 8, 2013: 40% of tuition charged is cancelled 

• by Feb. 15, 2013: 20% of tuition charged is cancelled 
No cancellations are made after the fifth week of classes. 

Law Refund Schedule 

Law students are subject to the refund schedule outlined below. 

First Semester 

by Aug. 24, 2012: 100% of tuition charged is cancelled 
by Sept. 7, 2012: 80% of tuition charged is cancelled 
by Sept. 14, 2012: 60% of tuition charged is cancelled 
by Sept. 21, 2012: 40% of tuition charged is cancelled 
by Sept. 28, 2012: 20% of tuition charged is cancelled 

Second Semester 

by Jan. 4, 2013: 100% of tuition charged is cancelled 
by Jan. 18, 2013: 80% of tuition charged is cancelled 
by Jan. 25, 2013: 60% of tuition charged is cancelled 
by Feb. 1, 2013: 40% of tuition charged is cancelled 
by Feb. 8, 2013: 20% of tuition charged is cancelled 

Summer Sessions Refund Schedule: All Schools 

By the second day of class, 100% of tuition charged is cancelled. 
No cancellation of tuition is made after the second day of class. 

Federal Regulations Governing Refunds 

If a student does not wish to leave any resulting credit balance on 
his or her account for subsequent use, he or she should request a refund 
through his/her Agora Portal account at portal.bc.edu. If a student has 
a credit balance as a result of Federal Aid and he or she does not request 
a refund, the University will, within two weeks, send the credit balance 
to his/her local address. 

Federal regulations establish procedural guidelines applicable to 
the treatment of refunds whenever the student has been the recipient 
of financial assistance through any program authorized under Title IV 
of the Higher Education Act of 1965. These guidelines pertain to the 
Federal Perkins Loan, the Federal Pell Grant, the Federal Supplemental 
Educational Opportunity Grant, the Federal College Work-Study, 
and the Federal Stafford and PLUS Loan. In such cases, the regula- 
tions require that a portion of any refund be returned according to 
federal guidelines. Further, if a student withdraws, the institution must 
determine if any cash disbursement of Title IV funds, made directly to 
the student by the institution for non-instructional purposes, is an 



overpayment that must be repaid to the Title IV program. University 
policy developed to comply with the regulations at Boston College will 
be available upon request from the Office of Student Services. 

National Student Clearinghouse 

Boston College is a member of the National Student Clearinghouse. 
The National Student Clearinghouse is responsible for the processing 
of Student Loan Deferment forms for Direct Subsidized and Direct 
Unsubsidized, PLUS, and Perkins loans. 

Student deferment forms will be sent to the Clearinghouse by the 
Office of Student Services. Students wishing to defer their loans should 
request a deferment form from their lender, fill out the student portion, 
list the semester for which they are deferring, and then turn it into the 
Office of Student Services in Lyons Hall. 

Boston College has also authorized the National Student 
Clearinghouse to provide degree and enrollment verifications. 

Contact the Clearinghouse at 703-742-4200 with questions. 
They are on the web at www.studentclearinghouse.org. 

Boston College Graduate Degree Programs 

Graduate School of Arts and Sciences 

Biology: M.S.T., Ph.D. 

Chemistry:* M.S., M.S.T., Ph.D. 

Classics: M.A. 

Economics: M.A., Ph.D. 

English: M.A., M.A.T., Ph.D. 

French: M.A., M.A.T. 

Geology: M.S., M.S.T. 

Geophysics: M.S., M.S.T. 

Greek: M.A. 

Hispanic Studies: M.A. 

History: M.A., M.A.T., Ph.D. 

Irish Literature and Culture: English, M.A. 

Italian: M.A., M.A.T. 

Latin: M.A. 

Latin and Classical Humanities: M.A.T. 

Linguistics: M.A., M.A.T. 

Mathematics: M.A., M.S.T., Ph.D. 

Philosophy: M.A., Ph.D. 

Physics:* M.S., M.S.T., Ph.D. 

Political Science: M.A., Ph.D. 

Psychology: M.A., Ph.D. 

Russian: M.A., M.A.T. 

Slavic Studies: M.A., M.A.T. 

Sociology: M.A., Ph.D. 

Spanish: M.A.T. 

Theology: Ph.D. 

*Ph.D. programs in accordance with departmental policy may 

grant Master's degrees. 

Fifth Year Programs — Graduate School of Arts and Sciences 

Linguistics: B.A./M.A. 
Philosophy: B.A./M.A. 
Psychology: B.A./M.A. 
Psychology/Social Work: B.A./M.S.W. 
(B.A. Psychology majors only) 
Russian: B.A./M.A. 
Slavic Studies: B.A./M.A. 



18 



The Boston College Graduate Catalog 2012-2013 



About Boston College 



Sociology: B.A./M.A. 
Sociology/Social Work: B.A./M.S.W. 
Theology: B.A./M.A. 
Theology/Pastoral Ministry: B.A./M.A. 
Theology/Religious Education: B.A./M.Ed. 

Dual Degree Programs — Graduate School of Arts and Sciences 

Biology/Management: M.S./M.B.A. 
French/Management: M.A./M.B.A. 
Geology/Management: M.S./M.B.A. 
Geophysics/Management: M.S./M.B.A. 
Hispanic Studies/Management: M.A./M.B.A. 
Italian/Management: M.A./M.B.A. 
Linguistics/Management: M.A./M.B.A. 
Mathematics/Management: M.A./M.B.A. 
Philosophy: M.A./J.D., Ph.D./J.D. 
Political Science/Management: M.A./M.B.A. 
Russian/Management: M.A./M.B.A. 
Slavic and Eastern Languages and Literatures: M.A./J.D. 
Slavic Studies/Management: M. B.A./M.A. 
Sociology/Management: M.A./M.B.A., Ph.D./M.B.A. 

School of Theology and Ministry 

Theology and Ministry: M.Div., M.A., M.T.S., Th.M. 
Sacred Theology: S.T.B., S.T.L., S.T.D. 
Religious Education: M.Ed., C.A.E.S. 
Theology and Education: Ph.D. 

Fifth Year Programs — School of Theology and Ministry 

Theology: B.A./M.T.S. 

Theology and Ministry: B.A./M.A. 

Dual Degree Programs — School of Theology and Ministry 

Pastoral Ministry/Counseling Psychology: M.A./M.A. 
Pastoral Ministry/Nursing: M.A./M.S. 
Pastoral Ministry/Social Work: M.A./M.S.W. 
Pastoral Ministry/Business Administration: M.A./M.B.A. 

Joint Degree Programs — School of Theology and Ministry 

Catholic Educational Leadership: 

M.Ed, in Religious Education, Catholic School Leadership 

concentration (with LSOE) 

M.A. in Higher Education, Catholic University Leadership 

concentration (with LSOE) 

M.Ed. Educational Administration and Catholic School 

Leadership (with LSOE) 

Lynch School of Education, Graduate Programs 

Applied Developmental and Educational Psychology: M.A., 

Ph.D. 

Educational Leadership: M.Ed., C.A.E.S., Ed.D. 

Counseling Psychology: M.A., Ph.D. 

Curriculum and Instruction: M.Ed., C.A.E.S., Ph.D. 

Early Childhood Education: M.Ed. 

Educational Research, Measurement and Evaluation: M.Ed., 

Ph.D. 

Elementary Education: M.Ed. 



Higher Education: M.A., Ph.D. 

Professional Licensure in English, History, Earth Science 

Biology, Mathematics, Elementary Education, and Reading: 

M.A.T., M.S.T. 

Reading/Literacy Teaching: M.Ed., C.A.E.S. 

Secondary Education: M.Ed., M.A.T., M.S.T. 

Special Education (Moderate Special Needs, Grades Pre-K-9 and 

Grades 5-12): M.Ed., C.A.E.S. 

Special Education (Students with Severe Special Needs): M.Ed., 

C.A.E.S. 

Fifth Year Programs — Lynch School of Education, 
Graduate Programs 

Applied Developmental and Educational Psychology: B.A./M.A. 

Curriculum and Instruction: B.A./M.Ed. 

Early Childhood Education: B.A./M.Ed. 

Educational Research, Measurement and Evaluation: B.A./M.Ed. 

Elementary Education: B.A./M.Ed. 

Higher Education: B.A./M.Ed. 

Moderate Special Needs: B.A./M.Ed. 

Secondary Education: B.A./M.Ed. 

Severe Special Needs: B.A./M.Ed. 

Dual Degree Programs — Lynch School of Education, 
Graduate Programs 

Counseling/Pastoral Ministry: M.A./M.A. 
Curriculum and Instruction/Law: M.Ed./J.D. 
Higher Education/Law: M.A./J.D. 
Higher Education/Management: M.A./M.B.A. 

Early Admit Programs — Lynch School of Education, 
Graduate Programs 

Mental Health Counseling: B.A./M.A. 
School Counseling: B.A./M.A. 

Law School 

Law: J.D. 
Law: LL.M. 

Dual Degree Programs — Law School 

Law/Education: J.D./M.Ed., J.D./M.A. 
Law/Management: J.D./M.B.A. 
Law/Philosophy: J.D./M.A., J.D./Ph.D. 
Law/Social Work: J.D./M.S.W. 

Carroll School of Management, Graduate Programs 

Accounting: M.S. 

Business Administration: M.B.A. 

Finance: M.S., Ph.D. 

Management and Organization: Ph.D. 

Dual Degree Programs — Carroll School of Management, 
Graduate Programs 

Accounting: M.B.A./M.S. 
Finance: M.B.A./M.S. 
Management/French: M. B.A./M.A. 
Management/Geology and Geophysics: M.B.A./M.S. 



The Boston College Graduate Catalog 2012-2013 



19 



About Boston College 



Management/Higher Education: M.B.A./M.A. 
Management/Hispanic Studies: M.B.A./M.A. 
Management/Italian: M.B.A./M.A. 
Management/Law: M.B.A./J.D. 
Management/Linguistics: M.B.A./M.A. 
Management/Mathematics: M . B .A./M .A. 
Management/Nursing: M.B.A./M.S. 
Management/Pastoral Ministry: M.B.A./M.A. 
Management/Political Science: M.B.A./M.A. 
Management/Russian: M.B.A./M.A. 
Management/Slavic Studies: M.B.A./M.A. 
Management/Social Work: M.B.A./M.S.W. 
Management/Sociology: M.B.A./M.A./Ph.D. 
Management/Urban & Environmental Policy and Planning: 
M.B.A/M.A.U.E.P.P. (in conjunction with Tufts University) 

Connell School of Nursing, Graduate Programs 

Nursing: B.S./M.S., M.S., Ph.D. 

Dual Degree Programs — Connell School of Nursing, 
Graduate Programs 

Nursing/Management: M.S./M.B.A. 
Nursing/Pastoral Ministry: M.S./M.A. 

Graduate School of Social Work 

Social Work: M.S.W., Ph.D., M.S.W./Ph.D. 

Fifth Year Programs — Graduate School of Social Work 

Social Work/ Applied Psychology and Human Development: 

B.A./M.S.W. 

Social Work/Psychology: B.A./M.S.W. 

Social Work/Sociology: B.A./M.S.W. 

Dual Degree Programs — Graduate School of Social Work 

Social Work/Law: M.S.W./J.D. 

Social Work/Management: M.S.W./M.B.A. 

Social Work/Pastoral Ministry: M.S.W./M.A. 

Woods Graduate College of Advancing Studies 

Administrative Studies: M.S. 



20 The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



Academic Integrity 

Policy and Procedures 

The pursuit of knowledge can proceed only when scholars take 
responsibility and receive credit for their work. Recognition of indi- 
vidual contributions to knowledge and of the intellectual property of 
others builds trust within the University and encourages the sharing of 
ideas that is essential to scholarship. Similarly, the educational process 
requires that individuals present their own ideas and insights for evalua- 
tion, critique, and eventual reformulation. Presentation of others' work 
as one's own is not only intellectual dishonesty, but it also undermines 
the educational process. 

Standards 

Academic integrity is violated by any dishonest act which is 
committed in an academic context including, but not restricted to the 
following: 

Cheating is the fraudulent or dishonest presentation of work. 
Cheating includes but is not limited to: 

• the use or attempted use of unauthorized aids in examinations or 
other academic exercises submitted for evaluation; 

• fabrication, falsification, or misrepresentation of data, results, 
sources for papers or reports, or in clinical practice, as in report- 
ing experiments, measurements, statistical analyses, tests, or 
other studies never performed; manipulating or altering data 

or other manifestations of research to achieve a desired result; 
selective reporting, including the deliberate suppression of 
conflicting or unwanted data; falsification of papers, official 
records, or reports; 

• copying from another student's work; 

• actions that destroy or alter the work of another student; 

• unauthorized cooperation in completing assignments or during 
an examination; 

• the use of purchased essays or term papers, or of purchased 
preparatory research for such papers; 

• submission of the same written work in more than one course 
without prior written approval from the instructors involved; 

• dishonesty in requests for make-up exams, for extensions of 
deadlines for submitting papers, and in any other matter relating 
to a course. 

Plagiarism is the act of taking the words, ideas, data, illustrations, 
or statements of another person or source, and presenting them as one's 
own. Each student is responsible for learning and using proper methods 
of paraphrasing and footnoting, quotation, and other forms of citation, 
to ensure that the original author, speaker, illustrator, or source of the 
material used is clearly acknowledged. 

Other breaches of academic integrity include: 

• the misrepresentation of one's own or another's identity for 
academic purposes; 

• the misrepresentation of material facts or circumstances in 
relation to examinations, papers, or other evaluative activities; 

• the sale of papers, essays, or research for fraudulent use; 

• the alteration or falsification of official University records; 

• the unauthorized use of University academic facilities or 
equipment, including computer accounts and files; 

• the unauthorized recording, sale, purchase, or use of academic 
lectures, academic computer software, or other instructional 
materials; 



• the expropriation or abuse of ideas and preliminary data 
obtained during the process of editorial or peer review of work 
submitted to journals, or in proposals for funding by agency 
panels or by internal University committees; 

• the expropriation and/or inappropriate dissemination of 
personally-identifying human subject data; 

• the unauthorized removal, mutilation, or deliberate concealment 
of materials in University libraries, media, or academic resource 
centers. 

Collusion is defined as assistance or an attempt to assist another 
student in an act of academic dishonesty. Collusion is distinct from 
collaborative learning, which may be a valuable component of students' 
scholarly development. Acceptable levels of collaboration vary in differ- 
ent courses, and students are expected to consult with their instructor 
if they are uncertain whether their cooperative activities are acceptable. 

Promoting Academic Integrity: Roles of Community 
Members 

Student Roles in Maintaining Academic Integrity 

Graduate and professional students have a responsibility to 
maintain high standards of academic integrity in their own work, and 
thereby to maintain the integrity of their degree. It is their responsi- 
bility to be familiar with, and understand, the University policy on 
academic integrity. 

Students who become aware of a violation of academic integrity 
by a fellow student should respond in one of the following ways: 

• Students may discuss their concerns with the student whom 
they suspect of a violation. Direct contact by another student 
may be the best means of resolving the problem. Repeated 
demonstration of student concern for academic integrity will 
in the long run build a peer-regulated community. 

• If the incident is a major violation or part of a repeated pattern 
of violations, students should bring their concerns to the atten- 
tion of the instructor, or to the Chair of Academic Standards 
Review Committee or the Associate Dean, Chair, MSW 
Program. Suspected violations by students reported to members 
of the faculty or to the Chair of Academic Standards Review 
Committee will be handled according to the procedures set 
forth below. 

Students who have serious concern that a faculty member is not 
living up to his or her responsibility to safeguard and promote academic 
integrity should speak with the faculty member directly, or should 
bring their concern to the attention of the department chairperson or 
associate dean. 

Faculty Roles in Fostering Academic Integrity 

Faculty members should provide students with a positive envi- 
ronment for learning and intellectual growth and, by their words and 
actions, promote conditions that foster academic integrity. 

Faculty should be concerned about the impact of their behavior 
on students. Students are sensitive to messages communicated in 
informal discussions and in casual faculty remarks about personal deci- 
sions and value judgments. Students are perhaps most sensitive to how 
responsibly faculty members fulfill their obligations to them in the 
careful preparation of classes and in their supervision of research and 
clinical placements, in the serious evaluation of student achievement, 
and in their genuine interest in and availability to students. 



The Boston College Graduate Catalog 2012-2013 



21 



Policies AND Procedures 



Faculty should promote academic integrity in the following spe- 
cific ways: 

• At the beginning of each course, instructors should discuss aca- 
demic integrity in order to promote an ongoing dialogue about 
academic integrity and to set the tone and establish guidelines 
for academic integrity within the context of the course, e.g., the 
extent to which collaborative work is appropriate. 

• Instructors should discuss why, when, and how students must 
cite sources in their written work. 

• Instructors should provide students with a written syllabus or 
other documents prepared for the academic experience that 
states course requirements and, when available, examination 
dates and times. 

• Instructors are encouraged to prepare new examinations and 
assignments where appropriate each semester in order to ensure 
that no student obtains an unfair advantage over his or her class- 
mates by reviewing exams or assignments from prior semesters. 
If previous examinations are available to some students, faculty 
members should insure that all students in the course have simi- 
lar access. Course examinations should be designed to minimize 
the possibility of cheating, and course paper assignments should 
be designed to minimize the possibility of plagiarism. 

• Proctors should be present at all examinations, including the 
final examination, and should provide students with an environ- 
ment that encourages honesty and prevents dishonesty. 

• Faculty should be careful to respect students' intellectual prop- 
erty and the confidentiality of student academic information. 

• Assignment of grades, which is the sole responsibility of the 
instructor, should be awarded in a manner fair to all students. 

Academic DeaJis 

The academic deans have overall responsibility for academic 
integrity within their schools which includes the following: 

• promoting an environment where academic integrity is a 
priority for both students and faculty, 

• ensuring that students who are honest are not placed at an 
unfair disadvantage, and 

• establishing procedures to adjudicate charges of academic 
dishonesty and to protect the rights of all parties. 

Procedures 

A Committee on Academic Integrity with both faculty and stu- 
dent members is to be constituted annually. 

When a faculty member determines that a student's work vio- 
lates the standards of academic integrity, that faculty member should 
discuss the violation with the student. If the faculty member decides 
to impose a grading penalty, a letter of notification describing the inci- 
dent and the grading penalty is to be sent to the GSSW Chair of the 
Academic Standards Review Committee (ASRC), who will convene the 
Committee on Academic Integrity and serve as Chair. 

On receipt of such a notification the Chair of ASRC/Committee 
on Academic Integrity will notify the student of the allegation and the 
grading penalty imposed by the faculty member. The student will be 
given an opportunity to respond to the faculty member's notification 
in writing. While a case is pending, the student may not withdraw from 
or change status in the course. 

Each reported violation of the standards of academic integrity will 
be reviewed by the Committee on Academic Integrity of the student's 



school. In cases involving students from more than one school, or stu- 
dents in joint or dual degree programs, the Committees on Academic 
Integrity of the pertinent schools will cooperate in their review. 

The Chair of ASRC will maintain the Committee on Academic 
Integrity's record of notifications and relevant materials. 

The faculty member bringing the accusation and the student will 
be notified that the case is under review by the Academic Integrity 
Committee. The student will be given an opportunity to respond to 
the faculty member's notification letter in writing. The board at its 
discretion may interview any individual with knowledge pertinent to 
the case. 

The board will decide a case by simple majority vote, and the 
Chair of ASRC will convey to the faculty member and the student 
the committee's findings as to responsibility and recommended sanc- 
tions. The Chair of ASRC will compile a complete file of each case, to 
be kept confidential in the office of the Associate Dean for Academic 
and Student Services. Files on students found not responsible will be 
destroyed. 

Penalties for students found responsible for violations will depend 
upon the seriousness and circumstances of the violation, the degree of 
premeditation involved, and the student's previous record of violations. 
The committee may simply affirm the faculty member's penalty and 
issue the student a "warning," which will be kept in a confidential file 
in the office of the Associate Dean for Academic and Student Services 
until the student graduates and will not be reportable to professional 
schools or outside agencies; or it may recommend a different grading 
penalty and/or impose additional administrative penalties. Such penal- 
ties may include university probation, suspension or expulsion, all of 
which become part of a student's academic record and are reportable 
to graduate/professional schools and outside agencies. 

Appeal of the board's decision may be made by written request to 
the Dean of the Graduate School of Social Work not later than ten days 
following notice of the committee's decision, and the Dean's decision 
will be final. 

Academic Regulations 

University-wide academic regulations that pertain to all graduate 
and professional students are presented below. Students are expected to 
become familiar with the regulations that are specific to their school. 

To learn about each school's academic regulations, please refer to 
the following sites: 

Graduate School of Arts and Sciences 

www.bc.edu/schools/gsas/policies.html 

Lynch School of Education, Graduate Programs 

Master's Students: www. bc.edu/content/bc/schools/lsoe/ 

academics/Graduate/masters_policies.html 

Doctoral Students: www.bc.edu/content/bc/schools/lsoe/ 

academics/Graduate/phd_policies.html 

Carroll School of Management, Graduate Programs 

www.bc.edu/content/dam/files/schools/csom_sites/ 

graduate/20 1 2- 1 3GSOMhandbook.pdf 

Connell School of Nursing, Graduate Programs 

www.bc.edu/content/dam/files/schools/son/pdf2/ 

gradhandbook_ 1 2- 1 3 .pdf 

Graduate School of Social Work 

www.bc.edu/schools/gssw/academics/academic-policies.html 



22 



The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



Law School 

http://www.bc.edu/content/dam/files/schools/law/pdf/ 

academics/academic_policies_procedures20 1 2- 1 3.pdf 

School of Theology and Ministry 

www.bc.edu/content/bc/schools/stm/acadprog/stmserv/ 

acadpol.html 

Woods College of Advancing Studies 

www.bc.edu/content/bc/schools/advstudies/master/policies.html 

Academic Regulations are effective from September of the current 
academic year (2012—2013) except where a different date is explicitly 
stated. If there have been changes in the Academic Regulations since 
a readmitted student was last enrolled, the Academic Regulations in 
effect at the time of the student's readmission will apply unless the dean 
or designee decide differently. 

Academic Grievances 

Academic Standards Review Committee Function and 

Purpose 

The Academic Standards Review Committee (ASRC) is a com- 
mittee appointed annually by the Dean and is advisory to the Dean. Its 
responsibilities include the evaluation of performance, the oversight of 
program modifications, and review of grievances from faculty and stu- 
dents. The evaluation of student performance is considered an ongoing 
process at the Graduate School of Social Work. 

At least once each semester, the Academic Standards Review 
Committee shall conduct a formal review of performance. The 
Committee also may be requested by faculty or students to call a 
formal review as needed at any time during the academic year. That 
review focuses on student performance, issues of integrity, requests to 
modify the usual program of study, or grievances related to the rights 
and responsibilities of students including, but not limited to, grade 
grievances. 

The review is considered an essential part of the ongoing evalua- 
tion process and provides an opportunity for the student involved to 
participate in the process. Any matter requiring formal Committee 
review shall be brought to the Committee's attention as soon after its 
identification as is practicable. All requests for review shall be submitted 
in writing to the Committee Chairperson at least two weeks, if possible, 
before a formal review meeting. 

Procedures for Grievances 

Situations where the student is in disagreement with faculty evalu- 
ation and/or program planning or assesses a violation of rights should 
be approached in the following manner: 

1 . The student shall arrange to meet with the faculty member 
involved and attempt to resolve the differences/difficulty; 

2. The student shall notify the advisor and instructor of a 
continuing difference/difficulty; 

3. The student's advisor shall discuss the situations with the stu- 
dent and with the instructor and shall try to assist in resolving 
the difference/difficulty; 

4. The Academic Standards Review Committee shall be notified 
in writing by the student if additional input into resolving the 
difference/difficulty is sought or if attempts at resolution are 
unsatisfactory; 



5. Description of the difference/difficulty, attempts to resolve 
the difference/difficulty and the present state of affairs shall 
be forwarded to the Committee by the student prior to any 
formal review; 

6. Faculty members involved in the difference/difficulty are free to 
submit written material to the Committee. 

Timeline for Grievances 

Any student who believes he or she has a grievance should com- 
municate with the faculty member involved as soon as possible after 
the action being grieved, but no later than the close of the semester 
immediately following the semester in which the action giving rise to 
the complaint occurred. A grade grievance beyond a year is rarely, if 
ever, considered. 

During the academic year the faculty member should communi- 
cate within two weeks of the student's request to discuss the grievance. 
If the matter cannot be resolved, the student should notify the advisor 
in writing of the grievance specifying the nature of the complaint and 
the remedy requested. Within two weeks of receiving the complaint, 
the student's advisor shall discuss the situation with the student and 
with the instructor and shall try to assist in resolving the difference/dif- 
ficulty. If a mutually acceptable solution cannot be reached, the student 
shall notify the Academic Standards Review Committee in writing if 
additional input into resolving the difference/difficulty is sought or if 
attempts at resolution are unsatisfactory. 

In matters of student grievance, the Committee shall assume 
responsibility for notifying all parties involved of the scheduled review. 
The advisor and the student shall attend the Committee meeting and 
present a summary of the difficulty or grievance, efforts presently 
underway or previously undertaken for resolution of the difficulty or 
grievance, and their recommendations. The Committee, the advisor or 
the student may request additional information from specific individu- 
als having knowledge relevant to the situation. 

The Committee shall meet within two weeks of a written request 
and shall notify both faculty and student verbally and in writing, if 
possible, ten days in advance of the meeting. 

Conflict of Interest 

If a member of the Academic Standards Review Committee has a 
conflict of interest, he or she will recuse themselves from consideration 
of the matter under review. 

Decisions 

During deliberations, only members of the Academic Standards 
Review Committee shall be present. The Committee shall determine 
the seriousness and/or validity of the student's difficulties and/or griev- 
ances. After considering any recommendations made by the advisor, 
the student and/or relevant others, the Committee must recommend 
to the Dean a course of action to be followed. Their recommendation 
may include no action, probation, dismissal, program modification or 
action as seems warranted regarding a grade grievance. When the diffi- 
culty or disagreement appears to be amenable to remedy, a specific time 
period shall be established for overcoming the issue under deliberation. 
At the end of this period, the Committee shall again review the situ- 
ation and recommend appropriate action. The Dean shall notify the 
student of the final decision in writing. 



The Boston College Graduate Catalog 2012-2013 



23 



Policies AND Procedures 



Appeal of Academic Standards Review Committee 
Decision 

The student has the right to request an appeal of the action on 
a grievance in cases where there has been a procedural violation or a 
demonstrable mistake of fact. A written petition of appeal must be sub- 
mitted to the Dean within ten working days of written notification of 
the action on a grievance. The petition should succinctly state all facts 
relevant to procedural violations or factual errors. 

If a petition for appeal is accepted by the Dean, the Dean shall 
appoint an Ad Hoc Appeals Committee to review the decision. The 
Appeals Committee shall be composed of three faculty members (not 
members of the Academic Standards Review Committee) and the 
Dean. 

The Dean, who shall act as chairperson, shall be a non-voting 
member. The student has the right to challenge, for cause, any indi- 
vidual member appointed to the Appeals Committee. The final deci- 
sion on membership rests with the Dean. In presenting to the Appeals 
Committee, the student shall introduce material of a substantiating 
nature and may request additional information from specific sources or 
individuals having knowledge relevant to the issue under appeal. 

Academic Record 

A record of each graduate or professional student's academic work 
is prepared and maintained permanently by the Office of Student 
Services. Student academic records are sealed at the time the degree is 
conferred. After this date changes may not be made, with the exception 
of errors or omissions. 

Attendance 

Graduate and professional students are expected to meet course 
requirements in classes, internships, and practica as specified in the 
syllabus or document prepared explicitly for the academic experience. 
A student who is absent repeatedly from these academic experiences 
will be evaluated by the responsible faculty member and/or designated 
supervisor(s) to ascertain the student's ability to continue in the course 
and to achieve course objectives. 

Professors may include, as part of the semester's grades, marks for 
the quality and quantity of the student's participation in the course. 

Professors will announce, reasonably well in advance, tests, exami- 
nations and other forms of assessment based on the material covered in 
the course, as well as other assigned material. A student who is absent 
from a course is responsible for obtaining knowledge of what happened 
in the course, especially information about announced tests, papers, or 
other assignments. 

A student who is absent from a course on the day of a previously 
announced examination, including the final examination, is not enti- 
tled, as a matter of right, to make up what was missed. The professor 
involved is free to decide whether a makeup will be allowed. 

In cases of prolonged absence the student or his or her representa- 
tive should communicate with the student's graduate associate dean as 
soon as the prospect of extended absence becomes clear. The academic 
arrangements for the student's return to the course should be made 
with the Graduate Associate Dean's Office as soon as the student's 
health and other circumstances permit. 

Absences for Religious Reasons 

Any graduate or professional student who is unable, because of 
his or her religious beliefs, to attend classes, internships, or practica, 
or to participate in any examination, study, or work requirement on 



a particular day shall be excused from any such examination, or study 
or work requirement, and shall be provided with an opportunity to 
makeup such examination, study or work requirement that may have 
been missed because of such absence on any particular day. However, 
students should notify professors and supervisors at the end of the first 
course meeting or at least two weeks in advance of any such planned 
observances, and such makeup examination or work shall not create an 
unreasonable burden upon the University. No fees will be charged and 
no adverse or prejudicial effects shall result to any student who is absent 
for religious reasons. 

Audits 

Students must consult the professor of record and the Associate 
Dean of Academic and Student Services before they can audit a course. 
Only MSW students in the final year of the program are eligible to 
audit a course, and no more than one audit per semester is allowed. 
All students who audit a course must pay the one and a half credit fee. 

Audits cannot be covered by Doctoral Fellowships. 

Comprehensive Exams 

Doctoral students are required to complete a written comprehen- 
sive examination at the end of the first year of study. The content of the 
examination is based on first year required courses. To be eligible to sit 
for the comprehensive exam a student must have must have completed 
the core seminars by May 20th with minimum cumulative average of 
3.0 and cannot have any incomplete courses (see Good Standing). If 
the student receives any grades below B- in these seminars, it is strongly 
recommended that the student see the advisor and the Chair of the 
Doctoral Program regarding the wisdom of taking the exams. 

The purpose of the examination is to assess the student's analytical 
ability to synthesize and integrate the course material and apply it criti- 
cally to social welfare problems and issues. The exam is a time-limited 
in-class examination given at the end of the spring semester (usually in 
early June and extending over a period of 4 hours). The examination is 
evaluated by at least two faculty members and is graded on a pass/fail 
basis. Students failing the examination are reviewed by the Doctoral 
Committee, which makes a decision about whether the student will 
be allowed to continue in the program and to retake the examination. 
Students permitted to retake the examination must develop a written 
remedial work plan with their advisor and have it approved by the 
Chair of the Doctoral Program. Students are expected to retake the 
examination before the fall semester begins. 

Cross Registration 

Boston Theological Institute 

The Boston Theological Institute (BTI), a consortium of theology 
faculty primarily in the Boston-Newton-Cambridge area, has as its con- 
stituent members the following institutions. Graduate and professional 
students should consult their school or department for specific policies 
regarding cross-registration in the BTI. 

• Andover Newton School of Theology 

• Boston College's Department of Theology 

• Boston College's School of Theology and Ministry 

• Boston University School of Theology 

• Episcopal Divinity School 

• Gordon-Conwell Theological Seminary 

• Harvard Divinity School 

• Holy Cross Greek Orthodox Seminary 

• St. John's Seminary 



24 



The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



The Consortium 

Boston College is part of a consortium that includes Boston 
University, Brandeis University, and Tufts University. Eligible stu- 
dents are allowed to take courses at any of these institutions if the 
same courses are not offered at Boston College at any time during the 
academic year. Cross registration materials are available from the Office 
of Student Services. 

With concurrence of the Advisor, a student may cross-register 
for one Social Work-related elective per semester in other graduate 
schools of the Consortium (Boston University, Brandeis, and Tufts) 
or the Graduate Consortium in Women's Studies (GCWS) (Radcliffe, 
Boston College, Brandeis, Harvard, Nonheastern, MIT, and Tufts). 
Graduate students enrolled in degree programs at Boston College 
may take GCWS seminars and should follow the cross-registration 
procedures described below. Note that cross-registration through the 
Consortium or GCWS is not available during the summer session. To 
cross-register, follow the procedures below: 

• Obtain the Cross Registration form in Lyons 101 or 
McGuinn 220 

• Obtain authorization from the Associate Dean of Academic and 
Student Services 

• Have the form signed by the host institution 

• Return the form to McGuinn 220 by September 12 (Fall 
semester) or January 23 (Spring semester) 

• You will not receive credit for the class without returning the 
signed Cross-Registration Form. 

To cross-register for an elective in another school or department 
within Boston College, see the Associate Dean of Academic & Student 
Services in McGuinn 220. 

Graduate Consortium in Women 's Studies 

Eligible graduate and professional students enrolled in degree 
programs during the academic year may apply to participate in the 
Graduate Consortium in Women's Studies, an inter-institutional enter- 
prise established to advance the field of women's studies and enlarge 
the scope of graduate education through new models of team teach- 
ing and interdisciplinary study. Faculty and students are drawn from 
nine member schools: Boston College, Boston University, Brandeis 
University, Harvard University, MIT, Northeastern, Simmons, Tufts, 
and UMass Boston. Graduate and professional students should consult 
their school or department for specific policies regarding cross-regis- 
tration in this consortium. Eligible students need to obtain permission 
from their department or school. Registration forms will be mailed 
from the Consortium to accepted students. 

Doctoral Continuation 

All students who have been admitted to candidacy for the Ph.D. 
degree are required to register and pay the one credit fee for Doctoral 
Continuation (SW 999) during each semester of their candidacy. 
Students register for Doctoral Continuation after completing require- 
ments for dissertation-related course work. 

Enrollment Status 

Full-time enrollment is 9 or more credits. All students are consid- 
ered half-time with 6 credits. 

The credit amounts listed above are used to determine a student's 
enrollment status for loan deferments, immunizations, medical insur- 
ance requirements, and verifications requested by other organizations. 



Doctoral students who are registered for Doctoral Publishable 
Paper Writing Project, Integrative Dissertation Seminar, Dissertation 
Direction, or Doctoral Continuation are considered full-time. 

Final Examinations 

Final (Semester) Examinations must be scheduled during the 
period stipulated by the University. The Examination Schedule is 
set before classes begin. It is available to the public, and students are 
responsible for consulting it. A student who misses a final examination 
is not entitled, as a matter of right, to a make-up examination except for 
serious illness and/or family emergency. No student should make travel 
arrangements which are at odds with his or her examination schedule. 

Grading 

In each graduate course, in which a graduate or professional stu- 
dent is registered for graduate credit, the student will receive one of the 
following grades at the end of the semester: A, A-, B+, B, B-, C, F, W, 
J, U, P, or I. The high passing grade of A is awarded for superior work. 
The passing grade of B is awarded for work that is clearly satisfactory 
at the graduate level. The low passing grade of C is awarded for work 
that is minimally acceptable at the graduate level. The failing grade of 
F is awarded for work that is unsatisfactory. 

A pass/fail option is available for a limited number of courses. A 
U grade is recorded for ungraded courses such as doctoral continuation. 

Grading Scale 

The grading scale for courses in the Graduate School of Social 
Work is as follows: 



Grade 


Range 


GPA 


A 


94-100 


4.00 


A- 


90-93 


3.67 


B+ 


87-89 


3.33 


B 


84-86 


3.00 


B- 


80-83 


2.67 


C 


70-79 


2.00 


P 


70 or above 


0.00 


F 


Below 70 


0.00 


I 




0.00 


J 




0.00 
(Doctoral Program) 


U 




0.00 
(Doctoral Program) 


W 




0.00 



Grade Changes 

Grade changes should be made only for exceptional reasons. The 
grades submitted by faculty at the end of each semester are considered 
final unless the faculty member has granted the student an Incomplete. 
Incompletes may be granted to provide a student time to finish his or 
her course work after the date set for the course examination or in the 
course syllabus. Incompletes should only be granted for serious reasons, 
e.g., illness, and only when the student has been able to complete most 
of the course work but is missing a specific assignment, e.g., a final 



The Boston College Graduate Catalog 2012-2013 



25 



Policies AND Procedures 



paper, an examination, etc. Incompletes are not to be granted to allow 
the student to complete a major portion of the course work after the 
end of the semester. 

The grade I (Incomplete) is recorded at the discretion of the 
instructor when because of extenuating circumstances such as illness, 
the requirements of the course have not been completed by the end of 
the semester in which the course was initiated. The grade of Incomplete 
can be given only upon request by the student to the instructor. 

A student who has not completed the research or written work 
for a course taken in the fall, spring, or summer semester or is absent 
from the course examination in any semester, may, with adequate rea- 
son and at the discretion of the instructor, receive a temporary grade 
of Incomplete (I). A grade of Incomplete must be removed within a 
period of 30 days from the final date grades are due in the respec- 
tive semester. However, students who enroll in the summer session 
must have all Incompletes resolved by the Summer Session Drop/Add 
deadline. If a grade of Incomplete has not been resolved, the summer 
courses will be dropped. Students not enrolled in summer courses will 
have thirty days to resolve the Incomplete. 

Following this thirty-day period, all such "I" grades will auto- 
matically be changed to a grade of "F." In extraordinary cases, the 
student may petition the Academic Standards Review Committee for 
an exception prior to the deadline. Please note the following deadlines 
for changing a grade of Incomplete: 

January 23, 2013 (Fall semester 2012) 

May 17, 2013 (Spring semester 2013 — if enrolled in summer 

courses) 

June 13, 2013 (Spring semester, 2013 — if not enrolled in 

summer courses) 

August 16, 2013 (Summer semester 2013) 

Students should be aware that a passing grade is required in all 
courses that are prerequisites for other courses. A grade of F in a prereq- 
uisite course will result in the student needing to drop any courses that 
are affected by the failed prerequisite. Situations where the student is in 
disagreement with faculty evaluation should follow the procedures out- 
lined in the Grievance policy (www.bc.edu/schools/gssw/academics/ 
academic-policies. html#grievance). 

Pass/Fail Electives 

Pass/Fail Grades — Doctoral Program 

A pass/fail option is available for a limited number of courses, as 
stipulated by the School. 

Pass/Fail Grades — MSW Program 

In consultation with the Advisor, students may elect to take a 
maximum of 25% of their courses (i.e., two per academic year for 
full-time students, one per year for students following the Three- Year 
or Four- Year curriculum plan) on a Pass/Fail basis. The academic year 
begins with the fall semester and extends through the following sum- 
mer semester. A Three- Year student is eligible to take only one course 
as Pass/Fail in either the fall, spring or summer semester of the first 
two years of study. Full-time students who take a course P/F in both 
the fall and spring semesters would not be eligible to take a course P/F 
in the summer. 

Independent Study courses are restricted to Pass/Fail; however, 
students in Group Independent Study courses receive letter grades 
unless a student exercises his or her Pass/Fail option. The maximum 
allowable number of Pass/Fail grades is four. 



The following required methods courses (SW 762, SW 800, 
SW 809, SW 855, SW 856, SW 888) are not eligible for Pass/Fail. 
No other course may be taken on a Pass/Fail basis during the semes- 
ter in which an independent study is taken. The Pass/Fail Request 
form (www.bc.edu/schools/gssw/academics/msw/student-forms.html) 
is available online or outside of McGuinn 22 IB and must be completed 
during the Registration Period for the relevant semester. The option 
cannot be initiated or rescinded later in the semester. 

Note: A missing grade is recorded by computer program as an 
Administrative F. Procedures for removal are the same as those listed 
above for Incompletes. 

The grading system for Field Education is Pass, Fail or Incomplete. 
A grade of Incomplete is based on less than satisfactory performance or 
extenuating circumstances, e.g., long absence due to illness. A student 
receiving an Incomplete grade may be asked to extend his or her field 
placement. The length of time will be determined by the learning 
needs of the individual as recommended by of the Academic Standards 
Review Committee. 

Good Standing 

In the Graduate School of Social Work, a student is expected to 
maintain a minimum cumulative average of 3.0 and, when applicable, 
satisfactory performance in field education. Failure to maintain either 
of these requirements will result in the student's being placed on proba- 
tion or being required to withdraw. A grade of F in a required course is 
grounds for review by the Academic Standards Review Committee and 
possible dismissal from the Graduate School of Social Work. 

In order to remain in good standing, the student is expected 
to maintain normal progress toward fulfilling degree requirements. 
Students who are admitted on academic probation are reviewed by the 
Academic Standards Review Committee after completing four courses, 
and notified in writing of achieving a 3.0 GPA or higher or remaining 
on probation. The Academic Standards Review Committee reviews stu- 
dent performance each semester and recommends decisions to the Dean 
regarding warnings, probation or dismissal. Students are notified in writ- 
ing when placed on academic probation, and, if appropriate, are asked to 
meet with the Academic Standards Review Committee. 

The Dean reserves the right to dismiss a student from the school 
because of failure to meet requirements for education in the profession 
of social work. 

Graduation 

The University awards degrees in May, August, and December 
of each year except to students in the Law School where degrees are 
conferred in May and December. Commencement ceremonies are 
held only in May. Students who have completed all requirements for 
the degree before a specific graduation date are eligible to receive the 
degree as of the university's next official graduation date. A diploma 
will not be dated before all work is completed. Students who graduate 
in December or August may participate in commencement exercises 
the following May. 

In order to ensure timely clearance, all students who plan to 
graduate should confirm their diploma names online through their 
Agora Portal at portal.bc.edu by the following dates: 

• Last day of drop/add in January for May graduation 

• May 1 for August graduation 

• Last day of drop/add in September for December graduation 



26 



The Boston College Graduate Catalog 2012-2013 



Policies and Procedures 



Leave of Absence 
Voluntary Leave of Absence 

Graduate students who do not register for course work, Thesis or 
Dissertation Direction, or Interim Study in any given semester must 
request a leave of absence for that semester. Leaves of absence are not 
usually granted for more than two semesters at a time, and are rarely 
granted for students on Doctoral Continuation. Students may apply 
for a personal or medical leave of absence. As described below, appro- 
priate documentation is required for a medical leave of absence. 

Students may obtain a personal or medical leave of absence form 
(www.bc.edu/ssforms) online through the Boston College Office of 
Student Services and submit it to the Associate Dean of Academic and 
Student Services for approval. 

Leave time for either a personal or medical leave of absence will 
normally be considered a portion of the total time limit for the degree 
unless the contrary is decided upon initially between the student and 
the Associate Dean. 

Personal Leave of Absence 

Students on an approved personal leave of absence should contact 
the Associate Dean of Academic and Student Services at least six weeks 
prior to the semester in which they expect to reenroU. The Associate 
Dean of Academic and Student Services will make the decision on the 
readmission request. 

Medical Leave of Absence 

If a student is unable to complete the coursework or other course 
of study for a semester due to medical reasons, the student may request 
a medical leave of absence. Medical leave, whether requested for mental 
health or physical health reasons, must be supported by appropriate 
documentation from a licensed care provider. The student must sub- 
mit this documentation to Counseling Services or Health Services as 
applicable, who will review it in confidence and make a recommenda- 
tion to the Associate Dean of Academic and Student Services, who 
must approve the leave. The University reserves the right to impose 
conditions on readmission from a medical leave, which may include the 
submission of documentation from the student's health care provider, 
the student's consent for the provider to discuss the student's condition 
with University clinicians, and/or an independent evaluation of the 
student's condition by University clinicians. Students seeking to return 
from leave are encouraged to contact the Associate Dean of Academic 
and Student Services as soon as possible prior to seeking readmission, 
but in no event later than eight (8) weeks prior to the desired admis- 
sion date. Students seeking to return to a practicum, clinical or field 
education placement must contact the Associate Dean of Academic and 
Student Services expressing the intent to seek readmission at least a full 
semester before the desired return. 

At the time of requesting a medical leave, please consult the 
Associate Dean of Academic and Student Services with regard to school 
policy concerning funding upon return. 

Students on Boston College's medical insurance policy (www. 
bc.edu/medinsurance) may be eligible to continue their health insur- 
ance the semester in which they take a medical leave of absence and the 
following semester. Please consult with Student Services (www.bc.edu/ 
studentservices) to learn more about this policy. 

Students granted a medical leave because of a severe medical situ- 
ation may be entitled to a semester's tuition credit to be provided upon 
readmission. 



Involuntary Leave of Absence 

Students may be separated from the University for academic rea- 
sons (please refer to the Academic Standards and Review Committee: 
Policy and Procedures, Graduate School of Social Work Student 
Guide, Appendix C) or for reasons of health, safety, or when a stu- 
dent's continuance at Boston College poses significant risk to the 
student or others (from Boston College Student Guide [www.bc.edu/ 
publications/studentguide/judicial.html]; please review for additional 
information). 

Readmission 

MSW students requesting readmission to the Graduate School of 
Social Work must contact the Associate Dean of Academic and Student 
Services at least one semester before their intended return. 

Doctoral students requesting readmission to the Graduate School 
of Social Work must contact the Chair of the Doctoral Program at least 
one semester before their intended return. 

The readmission decision will include a review of the student's 
prior academic performance, field performance (MSW students only), 
the length of his or her absence, current admission policies, enrollment 
and changes in the program or degree requirements that may have 
taken place during the period of absence. The decision will be based 
on a consideration of the best interests of both the student and the 
University. 

Students who have taken a medical leave of absence may be 
required to provide current documentation from a medical care 
provider for review by the Office of Disability Services or University 
Counseling Services prior to readmission. 

Summer Courses 

In the Graduate School of Social Work there is the opportunity 
to take elective courses after completing the first year of the program 
in the summer. 

Time-to-Degree 

The maximum time-to-degree for Master's students is five years; 
the maximum time-to-degree for Doctoral students is eight years. A 
student who has not completed the degree requirements within the 
maximum time limit is not allowed to continue in the program without 
an approved extension by the Dean. 

Transcripts 

All current graduate and professional students submit requests 
for academic transcripts through their Agora Portal at portal.bc.edu. 
Requests for academic transcripts may also be submitted in writing to 
the following address: Transcript Requests, Office of Student Services, 
Lyons Hall, Boston College, Chestnut Hill, MA 02467, or faxed to 
617-552-4975. 

Requests are usually processed within 48 to 72 hours of receipt. 
For more information, visit www.bc.edu/transcripts. 

Transcript/ Diploma Holds 

The University will not issue diplomas or release transcripts for 
any graduate or professional student with an outstanding financial 
obligation to the University, which includes failure to complete a man- 
datory loan exit interview. 

Transfer of Credit 

Students, with the exceptions noted below, may request transfer 
of not more than six graduate credits taken prior to admission. Only 
courses in which a student has received a grade of B or better, and 



The Boston College Graduate Catalog 2012-2013 



27 



Policies AND Procedures 



which have not been apphed to a prior degree, will be accepted. If 
approved, the transfer course and credit, but not the grade, will be 
recorded on the student's academic record. Credit received for courses 
completed five years prior to a student's admission to his or her current 
degree program are not acceptable for transfer. 

MSW students who earned a BSW degree from an accredited 
Council of Social Work Education program within the previous five 
years may apply for advanced standing equal to a maximum of 20 
credits. Students who earned course and/or field work credits in an 
accredited MSW program may receive up to the equivalent of one-half 
of the total credits needed for graduation. Only courses in which a 
student has received a grade of B or better will be accepted. 

Doctoral students may request transfer of not more than six 
graduate credits (or two graduate courses) taken prior to admission. 
Only doctoral level courses in which the student received a grade of B 
or better will be considered for transfer from another university. 

University Communication Policies and Student 
Responsibilities 

Official communications of the University with its currently 
enrolled graduate and professional students, including notices of aca- 
demic and administrative matters and communications from faculty 
and administrative staff, may be sent via postal service, campus mail, or 
email. To assure that these communications arrive in a timely manner, 
all enrolled students have the following responsibilities: 

Postal service and Campus mail: For purposes of written com- 
munication, the student's local and permanent addresses on record at 
the Office of Student Services will be regarded as the student's official 
local and permanent residences. All students have a responsibility to 
provide both local and permanent mailing addresses and to enter cor- 
rections through their Agora Portal if the addresses are not accurate 
in University records. Students should review their address record for 
accuracy at the beginning of each semester and again soon after submit- 
ting any corrections. 

Email: The University recognizes and uses electronic mail as an 
appropriate medium for official communication. The University pro- 
vides all enrolled students with email accounts as well as access to email 
services from computer stations at various locations on campus. All 
students are expected to access their email accounts regularly, to check 
for official University communications, and to respond as necessary to 
such communications. 

Students may forward their email messages from their University 
email accounts to non-university email systems. In such cases, students 
shall be solely responsible for all consequences arising from such forward- 
ing arrangements, including any failure by the non-university system to 
deliver or retain official University communications. Students should 
send test messages to and from their University email account on a 
regular basis, to confirm that their email service is functioning reliably. 

All student responses to official email communications from the 
University must contain the student's University email address in the 
"From:" and "Reply To:" lines and should originate from the student's 
University email account, to assure that the response can be recognized 
as a message from a member of the University community. 

Withdrawal from a Course 

Graduate and professional students who withdraw from a course 
after the drop/add period will have a "W" recorded in the grade col- 
umn of their academic record. To withdraw from a course all students 



must go to the Forms page of the Office of Student Services website, 
print the withdrawal form, and then go to the Office of the Associate 
Dean for their school. Students will not be permitted to withdraw from 
courses after the published deadline. Students who are still registered at 
this point will receive a final grade for the semester. 

Withdrawal from Boston College 

Graduate and professional students who wish to withdraw from 
Boston College in good standing are required to file a Withdrawal 
Form in the Associate Dean's Office. In the case of students who are 
dismissed for academic or disciplinary reasons, the Associate Dean will 
process the withdrawal. 

University Awards and Honors 

Please refer to your school or department website for information 
about awards and honors. 



28 



The Boston College Graduate Catalog 2012-2013 



Social Work 



Graduate School of Social Work 

In keeping with the four-century-old Jesuit tradition of educat- 
ing students in the service of humanity, Boston College established 
a Graduate School of Social Work (GSSW) in March 1936. The 
GSSW offers the Master of Social Work (M.S.W.) and the Doctor of 
Philosophy in Social Work (Ph.D.) degrees. In addition to providing 
foundation courses for all students, the Master of Social Work (M.S.W.) 
program of study affords each the opportunity to concentrate in a social 
work practice intervention method and a field-of-practice concentra- 
tion. The two intervention methods are Clinical Social Work and the 
Macro Social Work Practice on the master's level. Four advanced Field- 
of-Practice Concentrations are offered: Children, Youth, and Families; 
Global Practice; Health and Mental Health; and Older Adults and 
Families. A fifth option offers an individualized Field-of-Practice 
Concentration that may be designed to meet a student's learning objec- 
tives. The School also offers a research-oriented Doctoral program that 
prepares scholars committed to pursue knowledge that will advance the 
field of social welfare and social work practice. 

Professional Program: Master of Social 
Work (M.S.W.) 

The M.S.W. Program offers students a choice of intervention 
methods. Students select either Clinical Social Work Practice or Macro 
Social Work Practice. 

Clinical Social Work is the process of working with individuals, 
families, and groups to help them deal with intrapersonal, interper- 
sonal, and environmental problems. The process utilizes a bio-psycho- 
social assessment and intervention model to increase an individual's 
well-being. Each person, family, or group has a unique story to share, 
one that is shaped by cherished beliefs, values, and traditions; one that 
is connected to the larger stories of communities and nations. The 
complex process of helping others is, fundamentally, one of empower- 
ment. In practicing clinical social work the aim is to strengthen, sup- 
port, and accompany clients in their healthy efforts to repair their past 
and build a future that honors their uniqueness and brings into reality 
their personal dreams. Our challenging, dynamic, and contemporary 
program of professional formation transforms compassion into thera- 
peutic empathy. We integrate social work's enduring values, theories, 
and skills with bold and innovative ways of helping others. This fusion 
of old and new creates an environment where students learn that 
interventions, guided by evidence-based practice, become powerfully 
therapeutic when imbedded in a relationship of respect and authentic 
concern. 

Macro Social Work Practice prepares students to develop and 
foster social innovation by understanding the process of innova- 
tion, and through skill development related to assessment, strategic 
planning, organizational development, financial management, and 
administration. Students are prepared to develop innovative solutions 
to solve today's complex problems, lead organizations that foster these 
solutions, and mobilize strategic partners, political resources, and com- 
munity resources to initiate and sustain social change. 

The M.S.W. Program is accredited by the Council on Social 
Work Education and is designed for completion in either two full-time 
academic years of concurrent class and field work, or in a Three-Year 
or Four- Year Program. All degree requirements must be fulfilled within 
a period of five years. 



OIF-campus Site: In addition to Chestnut Hill, Clinical Social 
Work students in the Three- Year Program may complete the majority 
of the first full-time year in Worcester, MA (serving Western MA). 
Each year students in Macro Social Work Practice will be required to 
attend classes on the Chestnut Hill campus during the spring semester. 
While all final-year advanced classes are conducted on the Chestnut 
Hill campus, field placements for all Off-Campus students can be 
arranged in the respective geographic areas. 

The M.S.W. curriculum is divided into four overlapping 
components: Foundation, Intervention Method, Field-of-Practice 
Concentration, and Electives. This configuration allows students to 
establish a solid foundation in social work practice, choose either 
Clinical or Macro Social Work Practice as their intervention method, 
and then choose a Field-of-Practice Concentration to gain advanced 
policy and practice skills in a particular area. The Field-of-Practice 
Concentration choices are: Children, Youth, and Families; Global 
Practice; Health and Mental Health; Older Adults and Families; and 
an Individualized option. 

Foundation Courses 

Seven foundation courses provide the basis for the advanced 
curriculum. In compliance with Council of Social Work Education 
(CSWE) Accreditation Standards, the foundation curriculum includes 
content on core competencies: professional identity, ethics, critical 
thinking, diversity, social justice, research, human behavior, policy, con- 
textual practice, engagement, assessment, intervention, and evaluation. 

The following courses comprise the Foundation curriculum: 

SW 701 The Social Welfare System 

SW 721 Human Behavior and the Social Environment 

SW 723 Diversity and Cross-Cultural Issues 

SW 747 Research Methods in Social Work Practice 

SW 762 Basic Skills in Clinical Social Work 

SW 800 Basic Skills in Macro Practice 

SW921 Field Education I 

Intervention Methods Courses 

Students select one of two intervention methods to focus their 
acquisition of practice skills: Clinical Social Work or Macro Social 
Work. 

Required Clinical courses include an advanced human behavior 
course, SW 722 Psychosocial Pathology, and two methods courses 
that focus on clinical assessment, practice theory, and evidenced-based 
practice interventions for a variety of problem areas and populations 
utilizing various treatment modalities-individual, family, and group. 

The required Clinical courses are as follows: 

• SW 722 Psychosocial Pathology 

• SW 855 Clinical Practice with Children and Families: 
Assessment and Evidenced-Based Practice 

• SW 856 Clinical Practice with Adults: Assessment and 
Evidenced-Based Practice 

• SW 932 Field Education II— Clinical Social Work 

Required Macro courses include an advanced human behavior 
course, SW 833 Leadership and Social Transformation, and two 
methods courses that focus on organizational and leadership analysis, 
marketing, resource development and financial management, and the 
development of social innovation skills necessary to implement and 
sustain change. 



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The required Macro courses are as follows: 

• SW 833 Leadership and Social Transformation 

• SW 886 Financial Management and Resource Development 

• SW 889 Social Innovation 

• SW 942 Field Education II— Macro Social Work 

Field-of-Practice Concentrations 

Students entering their final full-time year will choose a Field- 
of-Practice Concentration. Each Field-of-Practice Concentration con- 
sists of an advanced practice course and one advanced policy course. 
All concentrations require SW 841 Program Evaluation and either 
SW 933-934 Field Education III-IV— Clinical Social Work or SW 
943-944 Field Education III-IV— Macro Social Work. 

Children, Youth, and Families 

The Children, Youth, and Families Concentration prepares stu- 
dents for professional practice with children, adolescents, and families 
seen across multiple settings. Clinical students will be proficient in 
practice with child and adolescent mental health intervention, includ- 
ing individual, group, and family modalities. Macro students will 
develop competence in leadership and administration, including per- 
sonnel management, grant writing, and financial management within 
the context of community-based nonprofit organizations and public 
systems. Required courses include: 
Clinical Social Work and Macro Social Work 

• SW 805 Policy Issues in Family and Children's Services 

• SW 880 Social Work Practice in Child Welfare 

Global Practice 

The Global Practice Concentration prepares students to become 
effective international social workers. Students learn how to collaborate 
with local partners around issues of humanitarian aid, social develop- 
ment, and capacity-building. Guiding principles are human rights, 
global justice, and diversity. Final year field placements will be man- 
aged in partnership with international organizations. Required courses 
include: 
Clinical Social Work and Macro Social Work 

• SW 797 Frameworks and Tools of Global Practice 

• SW 806 Global Policy Issues and Implications 

Health 

The Health Concentration prepares students for clinical or macro 
practice in healthcare settings by providing specialized knowledge and 
skills in assessment, interventions, and health and mental health policy. 

Clinical Social Work students, along with knowledge of diag- 
nostic assessment and evidenced-based interventions, will focus on 
treatment with individuals, couples, families, and small groups that 
are aimed at dealing with the impact of illness on the client system 
in culturally diverse environments within medical/healthcare settings. 

Macro Social Work students, along with knowledge of financial 
management, leadership, and social innovation, will focus on skills in 
planning, designing, and funding for innovating and sustaining current 
programs within medical/healthcare settings. Required courses include: 
Clinical Social Work 

• SW 873 Psychosocial Dimensions of Health and Medical Care 
Practice 

SW 8 1 7 Health and Mental Health Policy 
Macro Social Work 

• SW 897 Planning for Health and Mental Health Services 
SW 817 Health and Mental Health Pohcy 



Mental Health 

The Mental Health Concentration prepares students for clinical 
or macro practice in mental health settings by providing specialized 
knowledge and skills in assessment, interventions, and health and 
mental health policy. 

Clinical Social Work students, along with knowledge of diagnos- 
tic assessment and evidenced-based interventions, will focus on family 
systems work in culturally diverse environments within mental health 
settings, and select from a broad range of elective courses in various 
practice modalities. 

Macro Social Work students, along with knowledge of financial 
management, leadership, and social innovation, will focus on skills in 
planning, designing, and funding for innovating and sustaining current 
programs within mental health settings. Required courses include: 
Clinical Social Work 

SW 865 Family Therapy 

SW 817 Health and Mental Health Pohcy 
Macro Social Work 

• SW 897 Planning for Health and Mental Health Services 
SW 817 Health and Mental Health PoUcy 

Older Adults and Families 

The Older Adults and Families Concentration prepares social 
work students for an integrated macro and clinical practice approach 
to working with older adults, their families, and the social policies 
and programs that affect their lives. Coursework for the concentration 
encompasses the entire range of health and mental health services from 
those provided to older adults as they "age in place" in their homes and 
communities through policy and advocacy functions of the local, state, 
and national aging network. Required courses include: 
Clinical Social Work and Macro Social Work 

• SW 823 Practice in Health and Mental Health Settings with 
Older Adults 

• SW 802 Policy for an Aging Society: Issues and Options 

Electives 

Students take five electives to round out their knowledge and 
skill-building with courses that offer advanced training in a particular 
area or provide new knowledge and skills in an area of interest to the 
student. The required Field-of-Practice advanced policy and advanced 
practice courses may be taken as electives by students from other 
Fields-of-Practice on a space-available basis. Elective courses are offered 
pending sufficient enrollment. The following courses may be offered as 
Elective options: 

• SW 727 Substance Abuse: Alcohol and Other Drugs 

• SW 728 Global Perspectives on Gender Inequalities 

• SW 794 Immigrant and Refugee Issues in the United States 

• SW 798 Human Services in Developing Countries 
SW 808 Legal Aspects of Social Work 

• SW 816 Supervision and Staff Management 

• SW 818 Forensic Policy Issues for Social Workers: Case Law, 
Prisoners' Rights, and Corrections Policy 

• SW 822 Impact of Traumatic Victimization on Child and 
Adolescent Development 

• SW 824 Practice in Home and Community Settings with Older 
Adults 

• SW 827 Contemporary Psychodynamic Theories 

• SW 831 Dying, Grief and Bereavement 



30 



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SW 836 Psychodynamic Theories of Individual Development 

SW 851 Policy Analysis Research for Social Reform 

SW 858 Clinical Practice in Schools 

SW 859 Play Therapy 

SW 860 Couples Therapy 

SW 862 Cognitive-Behavioral Therapy 

SW 864 Group Therapy 

SW 872 Advanced Clinical Interventions with Children, Youth, 

and Families 

SW 874 Adult Psychological Trauma 

SW 876 Time-Effective, Solution-focused Therapy 

SW 877 Narrative Therapy 

SW 881 School Social Work: Program Development and 

Educational Policies 

SW 884 Strategic Planning for Public and Nonprofit 

Organizations 

SW 885 Management of Organizations Serving Children, 

Youth, and Families 

SW 888 Community Organizing and Political Strategies 

Dual Degree Programs 

The Graduate School of Social Work has instituted three dual 
degree programs with other graduate units of Boston College, and 
one dual degree program with the undergraduate College of Arts and 
Sciences and the Lynch School of Education. A description of the pro- 
grams is available from the respective admission offices. Candidates must 
apply to, and be accepted by, each of the relevant schools independently. 

Established in 1980, the M.S.W./M.B.A. Program, in coop- 
eration with the Carroll School of Management, Graduate Programs 
involves three full-time years — one each in the foundation years of both 
schools, and the third incorporating joint class and field education. 

The four-year M.S.W./J.D. Program, inaugurated in 1988 with 
Boston College Law School, requires a foundation year in each school 
followed by two years of joint class and field instruction with selected 
emphasis on such areas as family law and services; child welfare and 
advocacy; and socio-legal aspects and interventions relating to poverty, 
homelessness, immigration, etc. 

The three-year M.S.W./M.A. (Pastoral Ministry), in conjunction 
with the Boston College's School of Theology and Ministry, was begun 
in 1989. Three options for completing the M.S.W./M.A. include a 
foundation year in each curriculum with a third year of jointly adminis- 
tered class and field instruction; a program of summer courses taken in 
STM and a two-year academic program in the GSSW; or an integrated 
program of study with courses taken in STM and the GSSW during 
three years of study. Areas of focus include clinical work in hospitals 
and prisons, organizational services/administration, and parish social 
ministry. 

In cooperation with the College of Arts and Sciences and 
the Lynch School of Education, the Graduate School of Social 
Work has instituted an Accelerated B.A./M.S.W. Program that 
enables Psychology, Sociology, and Applied Psychology and Human 
Development majors to complete the Social Work foundation courses 
during their junior and senior years. Students receive the B.A. at the 
end of four years, then apply for admission to the Graduate School 
of Social Work for a final year of study in the M.S.W. Program. For 
sophomore prerequisites and application information, undergraduates 
should call the Graduate School of Social Work Director of Admissions 
at 617-552-4024. 



The School also offers an upper-division introductory course that 
is not applicable to the M.S.W. degree: SW 600 Introduction to Social 
Work is cross-listed with the departments of Psychology and Sociology 
in the College of Arts and Sciences. 

Doctor of Philosophy Degree Program 

The School offers a research-oriented Ph.D. program that pre- 
pares scholars committed to pursue knowledge that will advance the 
field of social welfare and social work practice. Students master a sub- 
stantive area of scholarship and gain methodological expertise to excel 
as researchers and teachers in leading academic and social welfare set- 
tings throughout the world. Grounded in core values of human dignity 
and social justice, the program nurtures independence and originality 
of thought in crafting innovative research and policy agendas for con- 
structive social change. 

The Doctoral Program at the Graduate School of Social Work 
offers two majors: a Ph.D. in Social Work and a Ph.D. in Social 
Welfare. The Ph.D. with a major in Social Work is designed for stu- 
dents with an M.S.W. or equivalent degree. The Ph.D. with a major 
in Social Welfare is designed for students enrolled in the International 
Doctoral Program with partner Jesuit Universities in Latin America. 

Program of Study — Social Work 

Research training is at the core of the program. Students acquire 
expertise in applied social and behavioral science research methodolo- 
gies that are especially appropriate for investigating critical policy and 
practice questions. This set of courses emphasizes analytic skills needed 
to understand, appraise, and advance knowledge in social work. The 
learning process involves more than classroom instruction. Students are 
expected to work closely with faculty mentors in their roles as scholars 
and researchers. Besides required courses, students can select from an 
array of elective academic courses, independent studies, research intern- 
ships, and teaching practicum. 

A minimum of 51 credit hours are required to complete the 
degree: 45 credits for academic courses and six credits for the dis- 
sertation. Among the 22 elective credits, six credits are specified to 
be advanced social or behavioral science theory courses and 16 credits 
are open electives. Students must also pass a written comprehensive 
examination and produce a manuscript that is fitting for publication 
in a peer-reviewed scientific journal. Before beginning research on the 
dissertation, the student must complete all required courses and pass an 
oral qualifying examination based upon the publishable paper require- 
ment. Required courses include the following: 

• SW 951 Survey of Research Methods in Social and Behavioral 
Science 

SW 952 Tools for Scholarship in Social and Behavioral Science 
SW 953 Cross-Cultural Issues in Social and Behavioral Research 
SW 954 Models for Social Welfare Intervention Research 
SW 959 Doctoral Publishable Writing Project 
SW 960 Statistical Analysis for Social and Behavioral Research 
SW 961 Introduction to Structural Equation Modeling 
SW 980 History and Philosophy of Social Welfare in the U.S. 
SW 992 Theories and Methods of Teaching in Professional 
Education 
SW 994 Integrative Seminar for Doctoral Students 



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Total Credits: 

The 51 credits is a minimal requirement. The actual number of 
courses taken by an individual student varies according to prior educa- 
tional background and course work. 

Program of Study — Social Welfare 

Students in the International Doctoral Program in Social Welfare 
enroll in courses in both Boston College and a partner Jesuit university 
in Latin America. Students start the program in the partner university 
taking elective courses in social behavioral science theory and other 
courses that provide a foundation in a social problem likely to be the 
focus of the student's research. In subsequent years, student's residence 
alternates between Boston College and the partner university. The 
International Doctoral Program in Social Welfare encourages and 
facilitates students to focus their doctoral research on topics and popu- 
lations drawn from Latin American countries. 

The program provides a strong foundation in research and prepa- 
ration for an academic career through nine required courses and two 
dissertation direction courses. Students will enroll in a total of four to 
six courses in the partner university during year one and year three. 
The remaining four elective courses will be taken during students' resi- 
dency at Boston College in year two. Students must also pass a written 
comprehensive examination and produce a manuscript that is fitting 
for publication in a peer-reviewed scientific journal. Before beginning 
research on the dissertation, the student must complete all required 
courses and pass an oral qualifying examination based upon the pub- 
lishable paper requirement. Required courses include the following: 
SW 951 Survey of Research Methods in Social and Behavioral 
Science 

SW 952 Tools for Scholarship in Social and Behavioral Science 
SW 953 Cross-Cultural Issues in Social and Behavioral Research 
SW 954 Models for Social Welfare Intervention Research 
SW 959 Doctoral Publishable Writing Project 
SW 960 Statistical Analysis for Social and Behavioral Research 
SW 961 Introduction to Structural Equation Modeling 
SW 992 Theories and Methods of Teaching in Professional 
Education 
• SW 994 Integrative Seminar for Doctoral Students 

Total Credits: 

The minimal credit requirement is 51 of which 38 credits are 
taken at Boston College and include required and elective courses and 
six credits for the dissertation. The remaining elective credits are taken 
at the partner university and may vary in accordance with the partner 
university's academic offerings. The actual number of courses taken by 
an individual student varies according to prior educational background 
and course work. 

Combined M.S.W./Ph.D. 

The School provides an option whereby those doctoral students 
without a master of social work degree can engage in a program of 
study that leads to both the M.S.W. and the Ph.D. degrees. The 
combined M.S.W./Ph.D. program provides an integrated educational 
program for exceptionally talented students to embark on their doctoral 
course work before fully completing all of the requirements for the 
M.S.W. program. 



Financial Aid 

There are four major sources of funding available for students in 
the Doctoral Program in social work at Boston College: 

• Up to six University Fellowships awarded each year on a com- 
petitive basis to full-time doctoral students in social work. Full 
tuition and a stipend are provided for four years as long as the 
student maintains good academic standing and demonstrates 
progress toward the Ph.D. 

• One Diversity Fellowship awarded each year on a competitive 
basis to full-time doctoral students in social work. Full tuition 
and a stipend are provided for five years as long as the student 
maintains good academic standing and demonstrates progress 
toward the Ph.D. 

• Research Associate positions as provided through faculty research 
and training grants. 

• Additional grants and scholarship opportunities are available on 
an individual basis. 

In addition to the financial assistance directly available from 
Boston College, GSSW doctoral students are encouraged to apply for 
nationally competitive fellowships from private foundations and federal 
agencies. 

Continuing Education 

The Office of Continuing Education is an accredited provider 
of social work continuing education credits in the Commonwealth 
of Massachusetts. It sponsors workshops throughout the year which 
assist licensed social workers in maintaining their skills. Examples of 
the workshops offered include the essentials of cognitive behavioral 
therapy, the treatment of problem gambling, infant adoption awareness 
training, an overview of psychopharmacology, and workplace conflict 
management. 

In addition to the workshops offered on the Chestnut Hill 
campus, the Office of Continuing Education organizes the four-day 
Annual National Conference on Social Work and HIV/AIDS. This 
major conference, now in its twenty-fourth year, was founded by Dr. 
Vincent Lynch, Director of Continuing Education. It continues to be 
held in a variety of cities throughout the United States. This conference 
is unique in American social work and continues to draw approximate- 
ly 500 AIDS-care social workers each year. Over the years the Social 
Work and HIV/AIDS conference has received over $1 million in exter- 
nal funding from corporations, foundations, and government agencies. 

Information 

For a more detailed description of course offerings, the applicant 
should consult the Boston College Graduate School of Social Work 
Bulletin, which may be obtained by e-mailing swadmit@bc.edu or by 
writing to the Director of Admissions, Boston College Graduate School 
of Social Work, McGuinn Hall, Chestnut Hill, MA 02467. 

Faculty 

June Gary Hopps, Professor Emerita; A.B., Spelman College; 

M.S.W., Atlanta University; Ph.D., Brandeis University 

Richard A. Mackey, Professor Emeritus; A.B., Merrimack College; 

M.S.W., D.S.W., Catholic University of America 

Elaine Pinderhughes, Professor Emerita; KSi., Howard University; 

M.S.W., Columbia University 

Albert F. Hanwell, Associate Professor Emeritus; B.S., M.S.W., Boston 

College 



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Social Work 



Betty Blythe, Professor; B.A., Seattle University; M.S.W., Ph.D., 

University of Washington 

Alberto Godenzi, Professor and Dean; M.A., Ph.D., University of 

Zurich; M.B.A., Open University 

Demetrius S. latridis, Professor; A.B., Washington, Jefferson College; 

M.S.W., University of Pittsburgh; Ph.D., Bryn Mawr 

James Lubben, Louise McMahon Ahearn Professor; B.A., Wartburg 

College; M.S.W., University of Connecticut; M.P.H., D.S.W., 

University of California, Berkeley 

Kevin J. Mahoney, Professor; B.A., St. Louis University; M.S.W., 

University of Connecticut; Ph.D., University of Wisconsin, Madison 

Ruth G. McRoy, Donahue and DiFelice Endowed Professor; B.A., 

University of Kansas; M.S.W., University of Kansas; Ph.D., 

University of Texas, Austin 

Thanh Van Tran, Professor; B.A., University of Texas; M.A., Jackson 

State University; M.S.W., Ph.D., University of Texas 

Stephanie Cosner Berzin, Associate Professor; B.A., Cornell 

University; M.S.W., Columbia University; Ph.D., University of 

California, Berkeley 

Margaret Lombe, Associate Professor; B.A., Daystar University; 

M.S.W., Ph.D., Washington University 

Kathleen Mclnnis-Dittrich, Associate Professor; B.A., Marquette 

University; M.S.W., Tulane University; Ph.D., University of 

Wisconsin, Madison 

Thomas O'Hare, Associate Professor; B.A., Manhattan College; 

M.S.W., Ph.D., Rutgers University 

Marcie Pitt-Catsouphes, Associate Professor; B.A., Tufts University; 

M.S.W., Boston College; Ph.D., Boston University 

Ce Shen, Associate Professor; B.A., Nanjing Theological Seminary; 

M.A., Ph.D., Boston College 

William Keaney, Associate Professor of Macro Practice; B.A., 

Northeastern University; M.S.W., Boston College; Ph.D., Brandeis 

University 

Paul Kline, Associate Professor of Clinical Practice; B.S., St. 

Bonaventure University; M.S.W., Ph.D., Boston College 

Marylou Sudders, Associate Professor of Macro Practice; A.B., M.S.W., 

Boston University 

Thomas Walsh, Associate Dean and M. S. W. Program Director; 

Associate Professor of Clinical Practice; B.A., Boston College; M.S.W., 

Simmons College; Ph.D., Boston College 

Jessica Black, Assistant Professor; B.A., University of California, 

Berkeley; M.A., Ph.D., Stanford University 

Rocio Ca\\o, Assistant Professor; B.A., University of Salamanca; M.A., 

Deusto University; Ph.D., Boston College 

Thomas M. Ctco., Assistant Professor; K.^., M.S.W., University of 

Georgia; Ph.D., University of North Carolina at Chapel Hill 

Scott D. Easton, Assistant Professor; A.B. Harvard University; 

M.S.W., Ph.D., University of Iowa 

Summer \ia.vi^ns. Assistant Professor; B.A., Vassar College; M.S., 

Drexel University; Ph.D., University of London 

Linnie Green Wright, Assistant Professor; B.A., Spelman College; 

M.A., Columbia University; Ph.D., New York University 



Christina J. ^atL-Costn, Assistant Professor; B.A., University of 

Massachusetts; M.S.W., Ph.D., Boston College 

Kerry Mitchell, Assistant Professor of Clinical Practice; B.A., 

Providence College; M.S.W., Simmons College; Ph.D., Boston 

College 

Susan Lee to\in. Assistant Professor of Clinical Practice; B.A., Tufts 

University; M.S.W., Boston University 

Robin Warsh, Assistant Professor of Clinical Practice; B.S., American 

University; M.S.W., University of Connecticut 

Graduate Course Offerings 

Note: Future course offerings and courses offered on a periodic 
basis are listed at www.bc.edu/courses. 

Curriculum review is on-going with course requirements subject 
to change. Any revisions affecting curriculum will be posted on the web. 

Elective offerings in any given semester require a course enroll- 
ment of at least 10 students. 

SW 600 Introduction to Social Work (Fall/Spring: 3) 
Cross listed with PS 200, SC 378 
Available to undergraduate students 

Starting with a discussion of its history and the relevance of values 
and ethics to its practice, the course takes up the various social work 
methods of dealing with individuals, groups, and communities and 
their problems. In addition to a discussion of the theories of human 
behavior that apply to social work interventions, the course examines 
the current policies and programs, issues, and trends of the major set- 
tings in which social work is practiced. 
The Department 

SW 701 The Social Welfare System (FaU: 1) 
Prerequisite for all other Policy courses 
Required of all M.S.W. students 

A one-credit course designed to introduce students to social wel- 
fare policy and services. Beginning with an overview of policy analysis 
and the history of social welfare policy in the United States, major 
social welfare policies are reviewed within the context of poverty and 
income distribution. The course begins with a required morning sym- 
posium and follows with three online sessions. Each online session will 
contain a podcast topic presentation by the professor. Students will also 
review selected videos and assigned readings. There will be online tests 
of the material required to complete the course. 
The Department 

SW 72 1 Human Behavior and the Social Environment (Fall: 3) 
Cross listed with PS 72 1 

Prerequisite for Advanced HBSE and Clinical electives 
Required of all M.S.W. students 

A foundation course emphasizing a systemic perspective in human 
development and social functioning. Concepts from biology and the 
behavioral sciences provide the basis for understanding the develop- 
mental tasks of individuals, their families, and groups in the context 
of complex, environmental forces which support or inhibit growth and 
effective functioning. Attention is given to the variations that occur rel- 
ative to ethnicity, race, social class, gender, and other differences which 
mediate the interface of these human systems with their environment. 
The Department 



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SW 722 Psychosocial Pathology (Spring/Summer: 3) 

Prerequisite: SW 72 1 

Required of Clinical Social Work students; elective for others 

An examination of the etiology and identification of adult mental 
disorders utilizing the Axis I-V diagnostic format of the DSM IV-TR. 
Focus is on psychological, genetic, and biochemical theories of mental 
illness; biopsychosocial stressors in symptom formation, assessment 
and treatment; cultural determinants in psychopathology; differential 
diagnosis; and drug therapies. 
The Department 

SW 723 Diversity and Cross-Cultural Issues (Fall: 3) 
Cross listed with BK 493 
Required of all M.S.W. students 

The course provides a critical perspective on current issues and 
problems in American racism, sexism, heterosexism, ablism, and 
ageism. These issues and problems are studied in the context of the 
dynamics of social process, historical and anthropological perspectives, 
and theories of prejudice and social change. Social work's responsi- 
bility to contribute to solutions is emphasized. Different models for 
examining the issues of race, sex, sexual orientation, age, and ability 
are presented. 
The Department 

SW 725 Families Impacted By Military Service (Summer: 3) 
Prerequisite: SW 72 1 
Elective 

This course explores how families are impacted by military ser- 
vice (FIMS) emphasizing the effects of military culture within which 
military families function. Stressors such as deployment, and the pro- 
tective factors associated with military communities will be discussed. 
Attachment theory will be explored as it pertains to the loss and separa- 
tion involved in long-term and sometimes repetitive deployment cycles. 
Substance use, anxiety, avoidance behaviors, and risk-taking behaviors 
will be discussed in terms of their impact on family life and family 
system functioning. Resiliency theory will be highlighted in terms of 
preventing or ameliorating post-deployment difficulties in families 
impacted by military service. 
The Department 

SW 727 Substance Abuse: Alcohol and Other Drugs (Spring/ 
Summer: 3) 
Prerequisite: S W 72 1 
Elective 

A course providing an overview of alcohol/drug use, abuse, and 
addiction. Issues covered include high risk populations, poly-drug 
abuse, and families with alcohol-related problems. Several models and 
theories are examined and integrated with relevant treatment tech- 
niques and settings. 
The Department 

SW 728 Global Perspectives on Gender Inequalities (Summer: 3) 
Prerequisite: SW 72 1 
Elective 

A course designed to investigate cross-cultural perspectives of 
gender inequalities and how these inequalities affect women's physical 
health, mental health, economic status, families, and general well- 
being. Beginning with a framework for studying gender and ethnicity 
that will enable comparative analysis of women's issues among different 
cultures, the course focuses on basic concepts and theories that help 



our understanding of gender and culture. In addition, students will 

learn how to access cross-national data and statistics on women's social, 

physical, and psychological well-being. 

The Department 

SW 747 Research Methods in Social Work Practice (Fall/Summer: 3) 

Prerequisite for all advanced research courses 

Required of all M.S.W. students 

An introduction to research methods and statistical analysis of 
social work data. The course covers basic methods of social research 
including principles of research investigation, research design and prob- 
lem formulation, survey methods, sampling, measurements, and the 
use of a statistical software package for descriptive and basic inferential 
statistics for data analysis and hypothesis testing. 
The Department 

SW 762 Basic SkiUs in Clinical Social Work (Fall: 3) 
Corequisite: SW 921 (academic year) 
Required of all M.S.W. students 

An overview of interventions emphasizing the multiple roles of 
a clinical social worker. Emphasis is placed on basic skills of inter- 
vention with individuals, families, and groups using the Assessment, 
Relationship, and Treatment (ART) model. Special attention is given 
to interviewing skills, data gathering, and psychosocial formulations. 
Various clinical practice models will be reviewed, including the 
strengths perspective, brief treatment, supportive treatment, and cogni- 
tive behavioral treatment. Students will learn how to conduct and write 
a psychosocial assessment. 
The Department 

SW 794 Immigrant and Refugee Issues in the United States (Fall/ 
Spring: 3) 

Prerequisite: S W 70 1 
Elective 

An overview of the prominent theories, major issues, and con- 
troversies in immigration policy is presented. While immigration has 
become a crucial concern of the American social welfare system as well 
as an issue of global urgency, immigration controls the fate of growing 
numbers of asylum seekers. The course will discuss the special needs 
and problems faced by immigrant and refugee clients and communi- 
ties; adaptation and coping with a new culture; refugee experience; the 
impact of relocation on individuals, families, and communities; and a 
range of world view perspectives including acculturation and assimila- 
tion, biculturalism, marginality, and traditional ethnic identities. 
The Department 

SW 797 Frameworks and Tools for Global Practice (Summer: 3) 
Prerequisites: SW 762 and SW 800 

Required for, and restricted to, Global Practice Field-of-Practice 
Concentration 

An advanced course that prepares students for effective practice 
in a global context and covers three broad areas: a framework for the 
rights-based perspective; rights-based programming with reference to 
vulnerable groups; and building sustainable systems. Students will be 
exposed to rights-based approaches to social work practice mainly 
in countries of the global south. Areas of focus include working with 
vulnerable populations such as children in a variety of settings, gender 
issues, migration as well as working with various NGOs, governmental 
and United Nations systems. Emphasis will be placed on working with 
diverse client populations in each practice setting. 
The Department 



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SW 799 Independent Study: Practice Sequence (Fall/Spring: 3) 

Prerequisites: SW 762 and SW 800 
Elective for M.S.W. students 

A course offering the student an opportunity to examine in more 
depth a subject area that is not included in the school curriculum. 
The extent of that examination should be equal to the depth that is 
characteristic of a typical course. The subject must be of significance to 
the field of social work practice, transcending the distinction between 
macro and clinical social work. 
The Department 

SW 800 Basic Skills in Macro Practice (Fall: 3) 
Corequisite: SW 921 (academic year) 
Required of all M.S.W. students 

A course designed to introduce students to specific knowledge 
and skills useful to achieve change in organizational and community 
settings. These include basic administrative skills, community needs 
assessment, strategic planning, community development, and advocacy 
for policy change. 
The Department 

SW 802 Policy for an Aging Society: Issues and Options (Spring: 3) 
Prerequisite: S W 70 1 

Corequisite: SW 934 or SW 944 or permission 

Required for Older Adults and Families Field-of-Practice 
Concentration; elective for others 

This advanced policy course provides an opportunity to examine 
how historical and contemporary forces and demographic change shape 
the perceived problems of the elderly, the politics of aging, and public 
policy responses. New questions are being raised about the cost of 
public and private retirement and health care commitments directed at 
the old and about the responsibilities of older Americans. The impli- 
cations of the diversity (ethnic, racial, gender, health and economic 
status) of current and future cohorts of elders need to be understood to 
adequately plan service and policy responses to the aging of America. 
The Department 

SW 805 Policy Issues in Family and Children's Services (Spring: 3) 
Prerequisite: SW 70 1 

Corequisite: SW 934 or SW 944 or permission 

Required for Children, Youth, and Families Field-of-Practice 
Concentration; elective for others 

This course focuses on a critical examination of alternatives in for- 
mulating, implementing, and evaluating policies and programs in the 
area of family and children's services. Students will be informed about 
specific policies impacting children and families in the U.S., critically 
analyze how policies impact child and family well-being, and explore 
methods of advocating for effective policy development. Specific 
policy issues explored in the course include family legislation; welfare 
reform; balancing work and family; housing and homelessness; family 
and domestic violence; maternal, child, and family health; education; 
juvenile justice; cultural issues; immigration/refugees; and approaches 
in other nations. 
The Department 

SW 806 Global Policy Issues and Implications (Fall: 3) 
Prerequisite: S W 70 1 

Required for, and restricted to, Global Practice Field-of-Practice 
Concentration 

An advanced policy course that introduces approaches, issues, 
and competencies of global social work policy interventions. This 



course focuses on policy analysis in the context of world-wide poverty, 
underdevelopment, and sustainable development. In the context of 
social justice, equality, universal human rights and international col- 
laboration (partnerships), it perceives global systems and their policies 
as both a challenge for a sustainable planet and for the growth of its 
interdependent national/local communities. 
The Department 

SW 808 Legal Aspects of Social Work (Spring: 3) 
Prerequisite: SW 70 1 
Elective 

An examination of various areas of the law and legal implications 
of interest to social workers. The course provides a useful study of the 
framework of the American legal system, the process of litigation, and 
the constitutional principles of due process and equal protection. The 
seminar explores the interaction between social workers and lawyers by 
placing real life social work problems in a legal context. The format is 
designed to engage students in critical legal thinking and explore the 
relationship between social policy and the development of the law. 
The Department 

SW 816 Supervision and Staff Management (Fall: 3) 
Prerequisite: SW 800 
Elective 

A seminar addressing the organizational context within which 
supervision/management occurs; personal and organizational factors 
in leadership and employment motivation; different models and tech- 
niques of supervision/management and how these interact; and staff 
planning/recruitment, development, and evaluation. 
The Department 

SW 817 Health and Mental Health Policy (Spring: 3) 
Prerequisite: S W 70 1 

Corequisite: SW 934 or SW 944 or permission 

Required for Health and Mental Health Field-of-Practice 
Concentration; elective for others 

An advanced policy course designed to provide students with 
a knowledge and skill base for analyzing and synthesizing the policy 
structures that undergird the U.S. health and mental health care sys- 
tem. General health indicators, prevalence of mental health conditions, 
health disparities, and general definitions and components of health/ 
mental health are examined. The development and organization of 
health/mental health services and public and private financing of ser- 
vices are discussed. Finally, the contemporary and near future issues 
and conflicts regarding accessing care, the costs of care, and the quality 
of care are addressed. 
The Department 

SW 818 Forensic Policy Issues for Social Workers: Case Law, 
Prisoners' Rights, and Corrections Policy (Spring: 3) 
Prerequisite: SW 70 1 
Elective 

A course examining the constitutional, statutory, and court deci- 
sions that allow prisoners access to mental health treatment. Issues such 
as involuntary treatment, mental illness and dangerousness, criminal 
responsibility, and confidentiality and its limits are addressed. Other 
areas examined include the institutional classification process, parole 
requirements, capital punishment, and political prisoners. 
The Department 



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Social Work 



SW 819 SWPS Independent Study (Fall/Spring/Summer: 3) 

Prerequisite: SW 70 1 
Elective 

An opportunity to pursue in more depth either of the two Social 
Welfare Policy Sequence goals: (1) examination of the social, political, 
ideological, and economic context within which social welfare policies 
and programs are conceived and administered to meet social objectives 
and need; or (2) examination of alternatives in evaluating, formulating, 
and implementing social welfare policies and programs through an in- 
depth analysis of specific social welfare issues and their consequences 
upon human and social behavior and national priorities. 
The Department 

SW 822 The Impact of Traumatic Victimization on Child and 
Adolescent Development (Spring/Summer: 3) 
Prerequisite: SW 762 
Elective 

A course that examines how stress, especially of a violent nature, 
can impact child and adolescent development. Exploration of selected 
theories and evidence-based practice will assist students in identifying 
skills necessary for effective clinical practice with children, adolescents, 
families, and communities coping with the consequences of traumatic 
exposure to violence. Students will be encouraged to reflect on the 
impact of exposure to the injured child and consider how their reac- 
tions may identify potential sources of lost empathy or uncover other 
personal vulnerabilities that might interfere with effective practice. 
The Department 

SW 823 Practice in Health and Mental Health Settings with Older 
Adults (Fall: 3) 

Prerequisites: SW 762 and SW 800 
Corequisite: SW 933 or SW 943 or permission 

Required for Older Adults and Families Field-of-Practice 
Concentration; elective for others 

An advanced course designed to develop micro and macro practice 
skills in working with older adults and their families in health and men- 
tal health settings. The course explores the biopsychosocial knowledge 
base required to develop effective interventions with specific foci on the 
physical and mental health considerations facing older adults and their 
families. Substance abuse issues and the special challenges of reaching a 
client population often invisible to service providers are discussed. The 
role of spirituality in older adults' lives and the challenges of death, 
dying, and bereavement facing the older adults are also covered. 
The Department 

SW 824 Practice in Home and Community Settings with Older 
Adults (Spring: 3) 
Prerequisites: SW 762 and SW 800 
Elective 

An advanced course that explores the roles of micro and macro- 
level social workers with older adults in home and community settings. 
Beginning with a consideration of aging in place, the course addresses 
the person-in-environment challenges facing older adults living outside 
of institutional settings. Attention is given to protecting vulnerable 
adults from abuse and neglect, grandparents raising grandchildren, and 
older adults with disabilities. The course concludes with a discussion of 



the legal issues of competency, guardianship, and end-of-life decision- 
making while considering issues of diversity, including race, ethnic 
group, sexual orientation, and gender, that affect the appropriateness 
of services. 
The Department 

SW 827 Contemporary Psychodynamic Theories (Summer: 3) 
Prerequisite: S W 72 1 
Elective 

Beginning with a brief background on the historical precedents 
of psychodynamic theory, the course focuses specifically on the devel- 
opments and critiques of the last 20 years as well as specific popula- 
tions originally overlooked, misunderstood, or stigmatized by early 
psychodynamic theory, including current psychodynamic expansions 
and critiques of classic theories, relational theory, intersubjectivity, and 
feminist theory. The utility of each theory in the completion of bio- 
psychosocial assessments will be demonstrated. Special attention will be 
paid to the current psychodynamic theory as it pertains to oppressed 
populations in terms of race, ethnicity, social class, gender, sexual ori- 
entation, and religion. 
The Department 

SW 831 Dying, Grief, and Bereavement (Fall/Spring: 3) 
Prerequisite: S W 72 1 
Elective 

Beginning with an overview of the social phenomena of death and 
how social attitudes and practices influence the environmental context 
in which death takes place in contemporary society, the course explores 
the influence of cultural diversity in the way death is experienced by 
diverse groups. The tasks of mourning following a person's death and 
the bereavement process present complex socio-emotional challenges 
for family and friends throughout the life span. Issues in self-reflection 
and self-care are presented to offer practitioners ways to grow person- 
ally and professionally through the process of their clients' losses. 
The Department 

SW 833 Leadership and Social Transformation (Spring: 3) 
Prerequisite: S W 72 1 
Required of Macro Social Work students; elective for others 

An overview of general principles of management, this course pro- 
vide students with a broad understanding of theories of organizational 
functioning combined with a focus on leadership for change in orga- 
nizations. The role of leader-manager is explored in three theoretical 
perspectives of organizations: the structure of human service organiza- 
tions and requisite management skills; the human resource perspective 
and promoting the recruitment and development of people as a vital 
component of organizational functioning; and organizational change 
with emphasis on advocating for and sustaining change within human 
service organizations. 
The Department 

SW 836 Psychodynamic Theories of Individual Development 
(Spring: 3) 
Prerequisite: S W 72 1 
Elective 

An advanced course that provides an overview of the psychody- 
namic theories that best explicate individual psychological development 
over the life cycle from a biopsychosocial perspective, with attention 
given to sources of development of individual strength and resilience. 
These theories include drive theory, ego psychology, object relations, 
self psychology, and intersubjectivity theory. Students will begin to 



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learn to critique and compare theories for their applications to, and 
usefulness for, social work practice as they reflect particular sets of val- 
ues and intersect with ethnicity, social class, gender, sexual orientation, 
religion, age, disability, and other forms of diversity. 
The Department 

SW 839 HBSE Independent Study (Fall/Spring: 3) 
Prerequisite: S W 72 1 
Elective 

An opportunity to pursue an in-depth study of some aspect of 
human behavior theory or knowledge. The study must be designed 
so that it contributes to the student's understanding of the individual, 
group, organizational, institutional, or cultural context within which 
human behavior is expressed and by which it is significantly influ- 
enced. The area of investigation must be of clear significance to the 
contemporary practice of social work. Any student who has successfully 
completed the foundation course in Human Behavior and the Social 
Environment is eligible to pursue independent study. 
The Department 

SW 841 Program Evaluation (Fall/Spring: 3) 
Prerequisite: SW 747 

Corequisite: SW 933 or SW 943 or permission 
Required of all M.S.W. students 

An advanced course designed to provide students with the skills 
to carry out evaluations of programs and services. Major topics covered 
include types of evaluations, evaluation design and theory, measure- 
ment, sampling, data collection techniques, ethics and politics in evalu- 
ation, data analysis, and utilization of findings. Special attention is also 
given to social and economic justice, value, and ethical issues that arise 
in evaluation research. 
The Department 

SW 849 Independent Study in Research (Fall/Spring: 3) 
Prerequisite: SW 747 
Elective 

An opportunity for students to engage in specifically focused work 
in one of two areas: the formulation, design, and implementation of an 
empirical study of the type not possible to operationalize within other 
course practicum opportunities available; or the in-depth study in a 
particular research methods area about which no graduate level courses 
exist within the University. 
The Department 

SW 850 Group Independent Study in Research (Fall: 3) 
Prerequisite: SW 762 
Elective 

An opportunity for students to engage in specifically focused 
work in either of the following areas: (1) the formulation, design, and 
implementation of an empirical study of the type not possible to opera- 
tionalize within other course practicum opportunities available; or (2) 
the in-depth study in a particular research methods area about which 
no graduate level courses exist within the School or the University. 
Independent study proposals must be submitted to the Associate Dean 
for review by Research Faculty at least one month prior to the begin- 
ning of the semester in which the student wishes to pursue the work. 
The Department 



SW 851 Policy Analysis Research for Social Reform (Summer: 3) 

Prerequisite: SW 70 1 
Elective 

A seminar preparing students for practice-oriented policy analysis 
research roles. It offers advanced research content of particular use to 
administrators, planners, advocates, and others interested in participat- 
ing in policy analysis and development efforts, particularly those related 
to vulnerable populations. It provides knowledge of and opportunity 
to apply the following: (1) the logic of inquiry into social policy issues; 
(2) policy analysis research methods (e.g., population projections, 
input-output analysis, cost-effectiveness analysis); and (3) writing skills 
and quantitative reasoning necessary to use data and policy research 
methods creatively in making effective policy arguments. 
The Department 

SW 855 Clinical Practice with Children and Families: Assessment, 
Intervention, and Evidence-Based Practice (Fall/Spring/Summer: 3) 
Prerequisite: SW 762 
Corequisite: SW 932 or SW 933 
Required of Clinical Social Work students 

An advanced clinical course intended to prepare students for 
effective practice with children, adolescents, and families. Building 
on foundation content, the course provides a comprehensive review 
of child and family development, reviews major theories and research 
literature concerning the evaluation and treatment of children and 
families, and examines how clinical social workers may effectively uti- 
lize evidence-based treatments to help youth and their families achieve 
their goals. Students will learn practice techniques of various evidence- 
based interventions. 
The Department 

SW 856 Clinical Practice with Adults: Assessment, Intervention, and 
Evidence-Based Practice (Spring/Summer: 3) 
Prerequisite: SW 762 
Corequisite: SW 932 
Required of Clinical Social Work students 

An advanced course focusing on effective interventions with 
common adult psychosocial disorders. Intervention methods, drawn 
from current practice evaluation literature, encompass a contemporary 
eclectic model incorporating cognitive-behavioral, psychodynamic and 
other relational thinking, practice wisdom, and empirical evidence in 
determining the most suitable intervention. Special attention is given 
to recognition of individual and demographic factors influencing cli- 
ents, as well as their expectations and input concerning the selective 
invention. Class discussion draws on students' reading and field experi- 
ence. Through the use of case studies, the course addresses strategies 
for practice evaluation. 
The Department 

SW 858 Clinical Practice in Schools (Spring: 3) 
Prerequisite: SW 762 
Elective 

An advanced clinical course that provides a comprehensive 
overview of the necessary skills to prepare students for effective com- 
munication with teachers and school personnel as well as with diverse 
families on issues related to assessment, building family partnerships, 
family-based treatment, and multicultural issues. The course reviews 
assessment and use of state-of-the-art diagnostic testing instruments. 
Given the relationship between school social work and special educa- 
tion, students will be exposed to the diverse populations served in 



The Boston College Graduate Catalog 2012-2013 



37 



Social Work 



schools and learn how to engage in practice with children with a variety 
of issues, including learning, physical, behavioral, developmental, neu- 
rological, and emotional disabilities. 
The Department 

SW 859 Play Therapy (Spring: 3) 
Prerequisite: SW 762 
Elective 

An advanced clinical course preparing students for effective 
practice with children, adolescents, and their families through the use 
of play therapy. Content includes a comprehensive overview of theo- 
ries informing the practice of play therapy and specific play therapy 
techniques for effective assessment and intervention consistent with 
the theoretical perspectives presented. Effective individual, fdial, and 
small group play therapy interventions focus on empirically-validated 
methods related to attachment problems, generalized anxiety, PTSD, 
and depression. Incorporated throughout discussion of theory, practice 
methods, and evaluation is thoughtful attention to the influence of 
culture, ethnicity, age, gender, and family structure in provision of 
competent services. 
The Department 

SW 860 Couples Therapy (Summer: 3) 
Prerequisite: SW 762 
Elective 

An advanced course examining and analyzing theories, research, 
and interventions with couples. The use of cognitive, behavioral, 
emotion-focused, brief treatment, and skills-training approaches are 
critically evaluated. Research on their empirical bases is examined. 
Emphases include working with couples from diverse cultural back- 
grounds, practice with same-sex couples, and special issues such as 
living with chronic illness, poverty and economic stress, facing divorce, 
infidelity, interpersonal violence, and sexual dysfunctions. The course 
will describe how to adapt couple-based assessments and interventions 
to various settings, such as acute medical, psychiatric, and child-focused 
settings. 
The Department 

SW 862 Cognitive-Behavioral Therapy (Spring: 3) 
Prerequisite: SW 762 
Elective 

An advanced practice course that integrates CBT theory, practical 
assessment tools, and treatment applications with work with children 
and adults. Lab skills classes will provide students with the opportunity 
to practice specific techniques. With an emphasis on the extensive lit- 
erature supporting CBT as an evidence-based model, the course focuses 
on the CBT assessment and treatment of specific disorders, including 
anxiety, pain, depression, bipolar disorder, ADHD, substance abuse 
disorders, and personality disorders. The relevance of Cognitive- 
Behavioral practice with populations at risk confronting issues of age, 
race/ethnicity, gender, class, religion, sexual orientation, and disability 
will be addressed. 
The Department 

SW 864 Group Therapy (Fall/Spring/Summer: 3) 
Prerequisite: SW 72 1 
Elective 

This course considers many applications of social work group 
treatment. Through a thoughtful review of selected group therapy 
literature, analysis of process recordings of group therapy sessions, lec- 
tures, class discussion, and/or role-play exercises, students will develop 



an appreciation of the unique ways in which group treatment can pro- 
mote individual psychosocial competence. Students will develop skills 
in the practice of social work treatment. 
The Department 

SW 865 Family Therapy (Fall: 3) 
Prerequisite: SW 762 
Corequisite: SW 933 or permission 

Required of Clinical Social Work students in the Mental Health 
Field-of-Practice Concentration; elective for others 

An advanced course designed to integrate family therapy theories 
of practice and intervention techniques. Throughout the course critical 
issues relative to power, gender, and race will be interwoven with out- 
come effectiveness, research, and evaluation. Emphasis will be placed 
on the adaptation of the family process to the stressors of chronic ill- 
ness, aging, addictions, and interpersonal violence. The strengths and 
problems of minority families, families living in poverty, blended fami- 
lies, adoptive families, and families of same sex parents will be reviewed. 
The Department 

SW 869 Clinical Social Work Independent Study (Fall/Spring: 3) 
Prerequisite: SW 762 
Elective 

An opportunity for those in the Clinical Social Work concentra- 
tion to investigate one aspect of social work practice in-depth. The area 
of investigation must be of clear significance to contemporary clinical 
social work practice with individuals, families, or groups. Any clinical 
social work student may submit (in the prior semester) a proposal for 
independent study in the fall and/or spring semester of his/her final 
year. 

The Department 

SW 870 CSW Group Independent Study (FaU: 3) 
Prerequisite: SW 762 
The Department 

SW 872 Advanced Clinical Interventions with Children, Youth, and 
Families (Fall/Summer: 3) 
Prerequisite: SW 762 
Elective 

An advanced clinical course focused on the development of specif- 
ic intervention skills utilized with children and their families. Clinical 
practice skills in individual, family, and group treatments highlight 
prevention and intervention strategies that promote self-efficacy and 
resiliency. Specific skills include parent management training, parent- 
child interaction therapy, solution-focused therapy with children, 
adolescents, and their families, trauma-focused cognitive behavioral 
therapy, and group therapy with children. Course structure will utilize 
experiential skills labs to promote student skill acquisition. 
The Department 

SW 873 Psychosocial Dimensions of Health and Medical Care 
Practice (Fall: 3) 
Prerequisite: SW 762 
Corequisite: SW 933 or permission 

Required of Clinical Social Work students in the Health Field-of- 
Practice Concentration; elective for others 

An advanced course that utilizes the biopsychosocial model of 
assessment of individual and family response to illness. In addition, the 
course will address issues in behavioral and complementary and alterna- 
tive medicine. The effect of race, ethnicity, gender, sexual orientation 
and socioeconomic status on health, health care treatments, and health 



38 



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care availability to diverse populations will also be addressed. Finally, 

the importance of social work contributions to research in health care 

will be examined. 

The Department 

SW 874 Adult Psychological Trauma: Assessment and Treatment 

(Fall/Spring: 3) 

Prerequisite: SW 762 

Elective 

An advanced clinical course focusing on adults exposed to acute 
or chronic psychological trauma. Theoretical constructs stress an 
interactive approach: person, environment, situation. Emphasis is on 
the interconnections of intrapsychic, interpersonal, cognitive, and 
behavioral sequelae to catastrophic life events, with attention to socio- 
economic and cultural factors which influence an individual's differen- 
tial response to trauma. Various methods are evaluated with the goal of 
multi-model treatment integration. Clinical presentations on special- 
ized populations (e.g., combat veterans, victims of abusive violence, 
traumatic loss, disasters, people with AIDS, and the homeless) are used 
to integrate theory, research designs and strategies, and practice skills. 
The Department 

SW 876 Time-Effective, Solution-Focused Therapy (Fall/Summer: 3) 
Prerequisite: SW 762 
Elective 

An advanced clinical course focusing on time-effective treatments 
with individuals, families and groups. The course focuses primarily on 
Solution-Focused Therapy. Primary concepts include the paradigm 
shift from problem to possibility, the role of an active intentional clini- 
cian, and the careful use of language. Emphasis is given to the evalua- 
tion as key to the process, which involves building rapport, identifying 
a goal, and understanding the client's relationship to that goal. The 
course examines pivotal treatment strategies, including language, task 
setting, and creating hope in clients through our interventions. 
The Department 

SW 877 Narrative Therapy (Summer: 3) 
Prerequisite: SW 762 
Elective 

This course focuses on narrative practice skills that are based on 
a belief in the power of the meaning-making systems. The course will 
examine models, research, and theoretical and clinical foundations of 
narrative therapy. Using lecture, discussion, and exercises, students will 
be introduced to various narrative therapy practices. 
The Department 

SW 880 Social Work Practice in Child Welfare (Fall: 3) 
Prerequisites: SW 762 and SW 800 
Corequisite: SW 933 or SW 943 or permission 

Required for Children, Youth, and Families Field-of-Practice 
Concentration; elective for others 

An advanced course designed to provide practice knowledge 
and skills for micro and macro interventions. Throughout the course 
the issues of poverty, diversity, and services for children of color are 
considered. Stressing the importance of providing services to children 
and families so that the family unit is preserved, issues related to family 
preservation, foster care, family reunification, adoption, legal issues, 
and emerging trends will be explored. The central focus will be on 
developing a solid foundation in child welfare policy and practice as a 
means to promoting a more responsive service delivery system. 
The Department 



SW 881 School Social Work: Program Development and Educational 
Policies (Summer: 3) 

Prerequisite: SW 800 
Elective 

An advanced course that provides a comprehensive overview of 
the history, theory, practice and policy of social work in an educational 
setting. Beginning with a historical perspective, this course is rooted in 
school social work principles that emphasize collaborative work with 
families, and school and community personnel, professional standards, 
and diverse practice roles. This course provides a comprehensive 
overview of education policy and the legal rights of students and their 
families. Special issues in school social work practice related to health, 
child abuse, school safety and violence, trauma, substance abuse, and 
high risk behavior are addressed. 
The Department 



SW 884 Strategic Planning for Public and Nonprofit Organizations 
(Fall: 3) 

Prerequisite: SW 800 
Elective 

Focusing on the strategic trends and issues which impact the 
public and nonprofit sectors, this course explores the role of strategic 
planning as a fundamental tool of public and nonprofit institutions 
to build high performance organizations, maximize organizational 
strengths, and enhance community problem-solving. Students will 
acquire practical skills through case study analysis and the development 
of a strategic plan. 
The Department 

SW 885 Management of Organizations Serving Children, Youth, and 
Families (Spring: 3) 
Prerequisite: SW 800 
Elective 

An advanced practice course for macro students that emphasizes 
personnel management skills that promote employee well-being and 
organizational effectiveness, financial management skills including 
budgeting and cost analysis, and strategic fund-raising with a focus on 
revenue sources that support child and family services. Multiple theo- 
retical approaches to leadership are examined, as well as organizational 
change, the supervisory process and the use of power and authority, and 
effective application of the diversity model for the inclusive workplace. 
The Department 

SW 886 Financial Management and Resource Development (Spring: 3) 
Prerequisite: SW 800 
Corequisite: SW 942 or permission 
Required of Macro Social Work students 

This course prepares students to develop and manage appropri- 
ate resources for creating, supporting, and sustaining human service 
organizations. Particular attention is paid to securing funding to 
develop and sustain social innovation, conducting a financial analysis, 
and planning for new business development to support social change. 
Additionally, the course fosters the development of advanced skills 
related to development and fund-raising, marketing, business plan 
development, budgeting, and financial management. Through assign- 
ments, students are challenged to not only learn about resource devel- 
opment and financial management but to practice these skills and be 
ready to apply them in real-world settings. 
The Department 



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Social Work 



SW 888 Community Organizing and Political Strategies (Summer: 3) 

Prerequisite: SW 800 
Elective 

An examination of community organization and political strate- 
gies for mobilizing support for human services and other interven- 
tions that enhance social well-being, especially that of vulnerable 
populations. The course emphasizes skill development in strategies of 
community organization and policy change, including neighborhood 
organizing, committee staffing, lobbying, agenda setting, use of media, 
and points of intervention in bureaucratic rule making. 
The Department 

SW 889 Social Innovation (Spring: 3) 
Prerequisite: SW 800 
Corequisite: SW 942 or permission 
Required of Macro Social Work students 

Designed to prepare students with the skills to develop trans- 
formational responses to social problems through learning concepts 
related to innovation, needs assessment, and grant development, this 
course provides students with knowledge about how to create new, 
innovative responses to social problems and put these ideas into action. 
Students study examples of social entrepreneurship, learn how to assess 
social need, and develop new programmatic responses through grant- 
writing. Participation in the Social Innovation Lab allows students a 
first-hand look at innovation in action in existing non-profits and at 
how the redesign process promotes and supports new thinking. 
The Department 

SW 897 Planning for Health and Mental Health Services (Fall: 3) 
Prerequisite: SW 800 
Corequisite: SW 943 or permission 

Required of Macro students in Health and Mental Health Field-of- 
Practice Concentration; elective for others 

A course designed to introduce program planning, strategic plan- 
ning, proposal writing, and state-of-the-art service delivery models. 
Significant emphasis will be placed on developing practical skills in the 
area of proposal development and program design through applying 
class material to practice through a major group planning assignment. 
Skills to analyze critical issues in mental health and health care delivery, 
including system design and financing, are emphasized. Critical issues 
of access to health care, the crisis in health care, and managed care will 
be discussed and analyzed. Models of service delivery will be critically 
reviewed. 
The Department 

SW 899 Macro Independent Study (Fall/Spring: 3) 
Prerequisite: SW 800 
Elective 

An opportunity for Macro students to investigate one aspect of 
social work practice with groups or communities in-depth. In addition 
to being of interest to the individual student, the area of investigation 
must be of substantive import to the field and of clear significance to 
contemporary community organization and social planning practice. 
Any student who has successfully completed the first year program of 
Macro studies is eligible to pursue an independent study in the fall and/ 
or spring semester of the second year. 
The Department 



SW 921 Field Education I (Fall/Summer: 4) 

Corequisites: SW 762 and SW 800 (academic year) 
Required of all students 

Supervised learning and practice in the development of a general- 
ist approach focusing on professional values, ethics, and micro and 
macro interventions based on theories of human behavior and the 
social environment. Two days per week in the first semester. 
The Department 

SW 932 Field Education II-CSW (Spring/Summer: 4) 
Prerequisites: SW 921, SW 762, SW 800 (academic year) 
Corequisites: SW 855 and SW 856 (academic year) 
Required of Clinical Social Work students 

Supervised learning and practice in the provision of individual, 
family, and group interventions with clients in a wide range of clinical 
settings. Two days per week in the second semester. 
The Department 

SW 933 Field Education III-CSW (Fall/Spring: 4) 
Prerequisites: SW 932 and Advanced Practice Field of Practice 
Concentration course for Global Practice Concentrators 
Corequisite: Advanced Practice Field of Practice Concentration course 
Required of Clinical Social Work students 

Advanced learning and practice under the instruction of a quali- 
fied supervisor in a setting related to the student's major area of clinical 
interest. Three days per week in the third semester. 
The Department 

SW 934 Field Education IV-CSW (Spring: 4) 

Prerequisites: SW 933 and Advanced Policy Field of Practice 
Concentration course for Global Practice Concentrators 
Corequisite: Advanced Policy Field of Practice Concentration course 
Required of Clinical Social Work students 

Advanced learning and practice under the instruction of a quali- 
fied supervisor in a setting related to the student's major area of clinical 
interest. Three days per week in the fourth semester. 
The Department 

SW 942 Field Education II-Macro (Spring/Summer: 4) 
Prerequisite: S\f/ 921 

Corequisites: SW 886 and SW 889 (academic year) 
Required of Macro students 

Supervised learning and practice in the development of change- 
oriented knowledge and skill. Through the staffing of task groups 
focused on community or administrative problem-solving, students 
learn about structure, function, and dynamics common to intra- 
organizational and community environments. 
The Department 

SW 943 Field Education III Macro (Fall/Spring: 4) 
Prerequisites: SW 942 and Advanced Practice Field-of-Practice 
Concentration course for Global Concentrators 

Corequisite: Advanced Practice Field-of-Practice Concentration course 
Required of Macro students 

Advanced learning and practice which emphasizes knowledge and 
skill in community organization, planning, policy, and/or administra- 
tion. Each student is responsible for leading at least one major project 
and submitting a written final report. Three days per week in the third 
semester. 
The Department 



40 



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Social Work 



SW 944 Field Education IV Macro (Spring: 4) 

Prerequisites: SW 943 and Advanced Policy Field-of-Practice 
Concentration course for Global Practice Concentrators 
Corequisite: Advanced Policy Field-of-Practice Concentration course 
Required of Macro students 

Advanced learning and practice that emphasizes knowledge and 
skill in community organization, planning, policy, and/or administra- 
tion. Each student is responsible for leading at least one major project 
and submitting a written final report. Three days per week in the fourth 
semester. 
The Department 

SW 951 Survey of Research Methods in Social and Behavioral 
Science (Fall: 3) 
Required for all Doctoral students 

The course surveys research methods in the social and behavioral 
sciences, including theoretical and conceptual approaches to research 
problem formulation; research design, including experimental, com- 
parative, and survey; sampling; statistical methods; and methods of 
observation and common techniques of data analysis. The course 
provides a framework for evaluating social science research codifying 
methods for gathering scientific evidence, explicating criteria by which 
to evaluate scientific evidence, and developing techniques for evaluat- 
ing scientific evidence in the published literature. These tools will be 
applied to a group of case examples of research in social and behavioral 
science. 

The Department 

SW 952 Tools for Scholarship in Social and Behavioral Sciences 
(Fall: 1) 
Required for all Doctoral students 

An overview of the wide array of technical supports for scholar- 
ship in the social and behavioral sciences are presented. Topics include 
virus protection and data security, email management, information 
technology, e-learning, word processing packages, statistical packages, 
powerful conference presentations, virtual data resources, etc. The 
course spans two semesters. 
The Department 

SW 953 Cross-Cultural Issues in Social and Behavioral Research 
(Fall: 3) 
Required for all Doctoral students 

Increasing diversity presents both challenges and opportunities to 
social and behavioral researchers. This course explores current scholar- 
ship relevant to age, gender, immigration, race-ethnicity, and social 
class and examines how these concepts as processes impact multiple 
levels of social and behavioral functioning. The multicultural concepts 
are analyzed in relation to their theoretical and empirical base with the 
purpose of identifying social and behavioral research methods that are 
cross-culturally sensitive. Additionally, the course emphasizes methods 
of establishing and assessing cross-cultural equivalence in measure- 
ments of key social and psychological constructs. 
The Department 

SW 954 Models of Social Welfare Intervention Research (Spring: 3) 
Required for all Doctoral students 

The major emphasis of this course is on research methods that 
seek to design, test, evaluate, and disseminate innovative social work 
intervention technologies. The course scrutinizes social and behavioral 
theories for how they can be tested in practice settings and how research 



designs generally need to be tailored to accommodate practice environ- 
ments. The course addresses special issues related to data collection for 
practice settings including human subjects protection, confidentiality, 
and the development of valid and reliable measurement tools. 
The Department 

SW 959 Doctoral Publishable Paper Writing Project (Fall/Spring: 1) 
Required for all Doctoral students 

Individualized writing project for doctoral students to develop a 
publishable manuscript under faculty supervision, enabling the student 
to integrate and apply analytic research skills developed in prior cours- 
es. The paper must demonstrate the student's mastery of a behavioral 
or social science theory and related methods of scientific inquiry. The 
paper will be evaluated by a three-member committee appointed by the 
chair of the doctoral committee. 
The Department 

SW 960 Statistical Analysis for Social and Behavioral Research 
(Spring: 3) 
Required for all Doctoral Students 

This course assumes knowledge of basic statistical concepts used 
in social research including centrality and dispersion, correlation and 
association, probability and hypothesis testing, as well as experience of 
using common statistical package such as SPSS, SAS or STATA. The 
course will focus on regression-based methods for analyzing quanti- 
tative social and behavioral science data using STATA. The topics 
include multiple regression analysis, major regression diagnostics, and 
logistic regression analysis for categorical dependent variables. 
The Department 

SW 961 Introduction to Structural Equation Modeling (Summer: 3) 
Prerequisite: SW 960 Statistical Analysis for Social Work Research or 
equivalent 
Required for all Doctoral Students 

The course assumes knowledge of multiple regression analysis. 
This course will use Lisrel-8 and cover matrix algebra, exploratory fac- 
tor analysis (EFA), path analysis, confirmatory factor analysis (CFA), 
general structural equation modeling (latent and measurement models 
combined), and multiple sample analysis. 
The Department 

SW 962 Multilevel and Longitudinal Data Analysis (Fall: 3) 
Prerequisite: SW 960 Statistical Analysis for Social Work Research or 
equivalent 
Elective for all Doctoral students 

The course assumes knowledge of multiple regression analysis. An 
advanced statistics course that will cover two related topics: Multilevel 
data analysis using HLM 6 and panel data analysis using STATA. The 
first topic will cover two-level models for continuous and dichotomous 
outcomes, three-level models, and growth curve models. The second 
topic will cover fixed and random effects models, GEE models, and 
mixed models. 
The Department 

SW 980 History and Philosophy of Social Welfare in U.S. (Fall: 3) 
Required for Social Work Doctoral students 
Elective for Social Welfare students 

This course surveys the history of social welfare institutions and 
social work practice in the United States. It reviews efforts to concep- 
tualize the field of social welfare and to analyze its tendencies. The 
course examines applicable social and behavioral theories and pertinent 
research of the different components of the social welfare system. Social 



The Boston College Graduate Catalog 2012-2013 



41 



Social Work 



welfare policies and organizational forms are examined within context 

of economic, political, social, philosophical, and scientific climate of 

the period. 

The Department 

SW 990 Doctoral Independent Study (Fall/Spring: 1) 

Elective for Doctoral students 

Individualized study for a student or small groups of students in 
an area that is not fully covered in existing courses. Specific guidelines 
available from Doctoral Program chairperson. 
The Department 

SW 991 Doctoral Teaching Practicum (Fall/Spring: 1) 
Prerequisite: SW 992 
Elective for Doctoral students 

Experience in the teaching of practice theory and skills, such as 
classroom instruction, consultation, supervision, or staff development, 
with a faculty mentor from the Graduate School of Social Work who 
will assist the student with skill development in teaching and with the 
understanding of theory related to teaching. Specific guidelines avail- 
able from the Doctoral Program chairperson. 
The Department 

SW 992 Theories and Methods of Teaching in Professional Education 
(Fall: 3) 

Offered biennially 
Required for all Doctoral students 

Effective teaching in social work education requires an under- 
standing of the components of curriculum building and professional 
practice skills required by the Council on Social Work Education. 
Based on a strong theoretical base in the principles of adult learning, 
this course is designed to introduce the student to the theory and meth- 
ods of professional social work education with a concentrated focus on 
course design and classroom execution. A broad range of specific teach- 
ing techniques are presented along with the means by which to evaluate 
student performance and learning. 
The Department 

SW 993 Doctoral Research Internship (Fall/Spring: 1) 
Prerequisite: SW 951 
Elective for Doctoral students 

Supervised study and training through participation in on-going 
research project or one initiated by students and carried out under 
faculty supervision, enabling students to apply research skills developed 
in prior courses. 
The Department 

SW 994 Integrative Dissertation Seminar (Fall/Spring: 1) 
Required for all Doctoral students 

The purpose of this seminar is to further develop research skills by 
integrating issues of research design with measurement, data analysis, 
and report writing, with the goal of preparing students for their own 
dissertation research by directly addressing issues related to the develop- 
ment of a dissertation prospectus. 
The Department 

SW 995 Dissertation Direction I (Fall/Spring: 3) 
Prerequisite: SW 994 
Required for all Doctoral students 

First of two tutorials in the six-credit dissertation phase of the 
program. Specific guidelines available from the Doctoral Program 
chairperson. 
The Department 



SW 996 Dissertation Direction II (Fall/Spring: 3) 

Prerequisite: SW 995 

Required of all Doctoral students 

Second of two tutorials in the six-credit directed dissertation 
phase of the program. Specific guidelines available from the Doctoral 
Program chairperson. 
The Department 

SW 999 Doctoral Continuation (Fall/Spring: 1) 
Prerequisites: SW 995-996 

All students who have been admitted to candidacy for the Ph.D. 
degree and completed six (6) credit hours of dissertation-related course 
work, i.e., SW 995 and SW 996, are required to register and pay the 
fee for doctoral continuation during each semester of their candidacy 
until successfully defending the dissertation. 
The Department 



42 



The Boston College Graduate Catalog 2012-2013 



Administration AND Faculty 



THE BOARD OF TRUSTEES 
Kathleen M. McGillycuddy, Chair 
John F. Fish, Vice Chair 
T. Frank Kennedy, S.J., Secretary 
Drake G. Behrakls 
Patricia L. Bonan 
Matthew J. Botica 
Cathy M. Brienza 
Karen Izzl Bristlng 
John E. Buehler, Jr. 
Darcel D. Clark 
Charles I. Clough, Jr. 
Juan A. Concepcion 
Margot C. Connell 
John M. Connors, Jr. 
Robert J. Cooney 
Kathleen A. Corbet 
Leo J. Corcoran 
Robert F. Cotter 
Claudia Henao de la Cruz 
John R. Egan 
William J. Geary 
Susan McManama Gianinno 
Janice Gipson 
Kathleen Powers Haley 
Christian W.E. Haub 
Michaela Murphy Hoag 
John L. LaMattina 
Timothy R. Lannon, S.J. 
William P. Leahy, S.J. 
Peter S. Lynch 
T.J. Maloney 

Douglas W. Marcouiller, S.J. 
Peter K. Markell 
David M. McAulifFe 
William S. McKiernan 
Robert J. Morrissey 
John V. Murphy 
R. Michael Murray, Jr. 
Stephen P. Murray 
Brien M. O'Brien 
David P. O'Connor 
Brian G. Paulson, S.J. 
Richard F. Powers III 
Thomas F. Ryan, Jr. 
Rev. Nicholas A. Sannella 
Philip W. Schiller 
Susan Martinelli Shea 
Marianne D. Short 
Pat T. Stokes 
Richard F. Syron 
Elizabeth W. Vanderslice 
David C. Weinstein 



The Corporate Title of Boston College is Trustees of Boston College. 



THE OFFICERS OF THE UNIVERSITY 

William P. Leahy, S.J., Ph.D., Stanford University 
President 



Ph.D., University of Louvain 

Ph.D., Baylor University/Massachusetts 



J. Donald Monan, S.J. 

University Chancellor 

Cutberto Garza, M.D., 

Institute of Technology 

Provost and Dean of Faculties 

Patrick J. Keating, Ph.D., Michigan State University 

Executive Vice President 

Daniel Bourque, M.S., Northeastern University 

Vice President for Facilities Management 

Michael Bourque, B.S., University of Iowa 

Vice President, Information Technology 

John T. Butler, S.J., Ph.D., Loyola University Maryland 

Vice President for University Mission and Ministry 

Mary Lou DeLong, B.A., Newton College of the Sacred Heart 

Vice President and University Secretary 

James J. Husson, M.B.A., University of Rochester 

Senior Vice President for University Advancement 

Thomas J. Keady, B.A., University of Massachusetts— Boston 

Vice President for Governmental & Community Affairs 

Thomas P. Lockerby, B.A., Harvard University 

Vice President, Development 

James P. Mclntyre, Ed.D., Boston College 

Senior Vice President 

Peter C. McKenzie, M.B.A., Babson College 

Financial Vice President and Treasurer 

William B. Neenan, S.J., Ph.D., University of Michigan 

Vice President and Special Assistant to the President 

Patrick H. Rombalski, Ph.D., University of Pennsylvania 

Vice President for Student Affairs 

Leo V. Sullivan, M.Ed., Boston College 

Vice President, Human Resources 

CHIEF ACADEMIC OFFICERS 

Andrew Boynton, M.B.A., Kenan-Flager Business School, 

University of North Carolina at Chapel Hill 

Dean, Carroll School of Management 

Rev. James P. Burns, Ph.D., Northeastern University 

Interim Dean, The Woods College of Advancing Studies; 

Interim Dean, The Summer Session 

Patricia DeLeeuw, Ph.D., University of Toronto 

Vice Provost for Faculties 

Susan Gennaro, R.N., D.S.N., FAAN, 

University of Alabama at Birmingham 

Dean, Connell School of Nursing 

Alberto Godenzi, Ph.D., University of Zurich 

Dean, Graduate School of Social Work 

Donald Hafner, Ph.D., University of Chicago 

Vice Provost for Undergraduate Academic Affairs 

Maureen Kenny, Ph.D., University of Pennsylvania 

Interim Dean, Lynch School of Education 

Robert S. Lay, M.S., University of Wisconsin— Madison 

Dean of Enrollment Management 

Mark S. Massa, S.J., Ph.D., Harvard University 

Dean, School of Theology and Ministry 



The Boston College Graduate Catalog 2012-2013 



43 



Administration AND Faculty 



Larry W. McLaughlin, Ph.D., University of Alberta 

Vice Provost for Research 

David Quigley, Ph.D., New York University 

Dean, College and Graduate School of Arts and Sciences 

Vincent Rougeau, J.D., Harvard University 

Dean, Boston College Law School 

Thomas Wall, Ph.D., University of Pittsburgh 

University Librarian 

ASSISTANT AND ASSOCIATE DEANS 

Filippa Anzalone, J.D., Suffolk University Law School 

Associate Dean for Library and Technology Services, 

Boston College Law School 

John J. Burns, Ph.D., Yale University 

Associate Vice Provost for Undergraduate Academic Affairs 

Joseph Carroll, M.B.A., Suffolk University 

Associate Dean for Finance and Administration, 

College of Arts and Sciences 

Clare Dunsford, Ph.D., Boston University 

Associate Dean, College of Arts and Sciences 

Sveta Emery, M.B.A., Manchester Business School, England 

Associate Dean, Finance, Research, and Administration, 

Graduate School of Social Work 

Mary Fulton, M.B.A., Boston College 

Associate Dean for Finance, Research, and Administration, 

Lynch School of Education 

Candace Hetzner, Ph.D., Boston College 

Associate Dean, Academic Affairs, 

Graduate School of Arts and Sciences 

Robert Howe, M.B.A., Boston College 

Associate Dean for Admission and Administration, 

Graduate School of Arts and Sciences 

M. Katherine Hutchinson, Ph.D., University of Delaware 

Associate Dean, Connell Graduate School of Nursing 

Richard Keeley, M.A., Boston College 

Associate Dean, Carroll School of Management 

Gene McMahon, M.B.A., Boston College 

Associate Dean for Administration, Carroll School of Management 

William Petri, Ph.D., University of California, Berkeley 

Associate Dean, College of Arts and Sciences 

Catherine Read, Ph.D., University of Massachusetts, Lowell 

Associate Dean, Connell School of Nursing 

Jeffrey Ringuest, Ph.D., Clemson University 

Associate Dean, Carroll Graduate School of Management 

Elizabeth A. Rosselot, M.S., American University 

Registrar and Assistant Dean for Academic Affairs, 

Boston College Law School 

Teresa Schirmer, M.S.W., Boston University 

Associate Dean, Academic and Student Services, Graduate School of 

Social Work 

Anne Severo, B.S., University of California, Fresno 

Associate Dean, Finance and Administration, 

Connell School of Nursing 

Elizabeth Sparks, Ph.D., Boston College 

Associate Dean, Graduate Admissions and Financial Aid, 

Lynch School of Education 



John Stachniewicz, M.A., Tufts University 
Associate Dean, Finance and Administration, 
School of Theology and Ministry 
Thomas Walsh, Ph.D., Boston College 
Associate Dean, Graduate School of Social Work 

DIRECTORS IN ACADEMIC AREAS 
Maris Abbene, J.D., Boston College 
Assistant Dean, Career Services, Boston College Law School 
Suzanne Barrett, Ph.D., Brown University 
Director, Connors Family Learning Center 
Susan Coleman, M.S.W., Boston College 
Director, Field Education, Graduate School of Social Work 
Sharon Comvalius-Goddard, M.P.H., Hunter College 
Director, Pre-Award, Office for Sponsored Programs 
Paulette Durrett, M.S.W., LCSW, Boston College 
Assistant Dean, Students with Disabilities, 
Office of Student Development 

John E. Ebel, Ph.D., California Institute of Technology 
Director, Weston Observatory 
Stephen Erickson, Ph.D., Tufts University 
Director of Research Integrity and Compliance 
Thomas E. Hachey, Ph.D., St. John's University 
Executive Director of Irish Programs 
David E. Horn, M.S., University of Oregon 
Head Librarian, Archives and Manuscripts, Burns Library 
William C. Howard, Ph.D., Brandeis University 
Director of Enrollment Management and Admissions, 
Graduate School of Social Work 
Louise Lonabocker, Ph.D., Boston College 
Executive Director of Student Services 

Rita R. Long Owens, M.A., Virginia Polytechnic Institute 
and State University 

Executive Director of Academic Technology 
Vincent J. Lynch, D.S.W., Boston College 
Director of Continuing Education, Graduate School of Social Work 
John L. Mahoney, Jr., M.A.T., Boston College 
Director of Undergraduate Admission 
David J. McMenamin, Ph.D., Boston College 
Director of PULSE Program 
Vickie R. Monta, M.B.A., Regis University 
Executive Director, Academic Budget, Policy and Planning 
Nancy Netzer, Ph.D., Harvard University 
Director of McMullen Museum of Art 
Donald Ricciato, Ph.D., Boston College 
Director of the Campus School 

Akua Sarr, Ph.D., University of Wisconsin— Madison 
Director, Academic Advising Center 

Paul G. Schervish, Ph.D., University of Wisconsin— Madison 
Director of Center for Wealth and Philanthropy 
Tracey West, J.D., Georgetown University 
Assistant Dean for Students, Boston College Law School 
W. Jean Weyman, Ph.D., Boston College 
Director of Continuing Education, Connell School of Nursing 
Alan Wolfe, Ph.D., University of Pennsylvania 
Director of the Center for Religion and American Public Life 



44 



The Boston College Graduate Catalog 2012-2013 



Administration AND Faculty 



Cynthia Young, Ph.D., Yale University 

Director, African and African Diaspora Studies Program 

Susan Zipkin, M.B.A., Boston University 

Director, Post Award Administration, Office for Sponsored Programs 

DIRECTORS IN UNIVERSITY AREAS 
George A. Arey, M.A. 
Director, Residential Life 
Kelli J. Armstrong, Ph.D. 

Associate Vice President for Institutional Research, 
Planning and Assessment 
Patricia A. Bando, M.A. 
Associate Vice President for Auxiliary Services 
John A. Berardi, B.S. 

Technology Director for Applications and Architecture Services, 
Information Technology Services 
Ben Birnbaum, M.Ed. 

Executive Director for Office of Marketing Communications and 
Special Assistant to the President 
John Bogdan, M.B.A. 
Director, Employment 
Michael G. Boughton, S.J., M.A. 
Director of Center for Ignatian Spirituality 
John D. Burke, M.B.A. 
Director of Budget 
John R. Burke, B.A. 
Director of Benefits 
Leo K. Chaharyn, B.A. 

Technology Director for Systems and Operations Management, 
Information Technology Services 
Paul J. Chebator, Ph.D. 
Dean, Student Development 
Mary C. Corcoran, M.Ed. 

Associate Vice President, Information Technology Assurance, 
Information Technology Services 
Eugene B. DeFilippo, Jr., M.Ed. 
Director of Athletics 
Terrence P. Devino, S.J., M.Div. 

Director of Manresa House and Special Assistant to the President 
Maria S. DiChiappari, B.A. 

Director of the Boston College Neighborhood Center 
Michael J. DriscoU, M.B.A. 
Controller 

John B. Dunn, M.S. 
Director for Office of News & Public Affairs 
Howard Enoch, Ph.D. 
Director of Robsham Theatre Arts Center 
Matthew Eynon, B.A. 
Associate Vice President for Capital Giving 
John A. Feudo, M.A. 
Associate Vice President for Alumni Relations 
Erik P. Goldshmidt, Ph.D. 
Director, Church in the 21st Century Center 
Jessica Greene, Ph.D. 
Director of Institutional Research 
N. Gail Hall, M.S. 
Director of Environmental Health and Safety 



Theresa A. Harrigan, Ed.D. 
Director of the Career Center 
Joseph E. Harrington 

Director of Network Services 

Ann Harte, Ed.M. 

Director, Internal Audit 

Gina M. Harvey, B.F.A. 

Director of Space Planning 

Joseph Herlihy, J.D. 

University General Counsel 

Burton Howell, M.Ed. 

Director, Intersections Office 

Carole Hughes, M.Ed. 

Associate Dean and Director of Graduate Student Life 

P. Michael Jednak, B.A. 

Director of Facilities Services 

Richard P. Jefferson, J.D. 

Executive Director for the Office of Institutional Diversity 

John M. King, M.P.A. 

Director of Public Safety and Chief of Boston College Police 

Barbara A. Krakowsky, M.Ed. 

Director of The Children's Center 

Terrence P. Leahy, M.S. 

Director of Engineering and Energy Management 

Theresa J. Lee, M.A. 

Executive Director, Annual Giving 

Jeanne Levesque, J.D. 

Director of Governmental Relations 

Robert J. Lewis, J.D. 

Associate Vice President for Human Resources 

Joseph P. Marchese, M.A. 

Director, Eirst Year Experience 

Linda McCarthy, M.B.A. 

Technology Director for Student and Academic Systems, 

Information Technology Services 

Paul McGowan, M.B.A. 

Director of Procurement Services 

Thomas P. McGuinness, Ph.D. 

Associate Vice President for Student Affairs and Director of University 

Counseling Services 

Halley McLain, B.A. 

Director of Compensation 

William R. Mills, Jr., B.S. 

Director of Community Affairs 

Mary S. Nardone, Ph.D. 

Associate Vice President for Long-Range Capital Projects 

Thomas L Nary, M.D. 

Director of Health Services 

Katherine O'Dair, M.Ed. 

Director of Assessment and Staff Development, Student Affairs 

Sally Keeler O'Hare, B.A. 

Director of Annual Capital Projects 

Bernard R. O'Kane, M.Ed. 

Director of Employee Development 

Anthony Penna, M.Ed., M.Div. 

Director of Campus Ministry 



The Boston College Graduate Catalog 2012-2013 



45 



Administration AND Faculty 



Henry A. Perry, B.S. 

Director for Office of Project Management, 

Information Technology Services 

Darrell Peterson, Ph.D. 

Director of Student Programs Office 

Elise T. Phillips, M.Ed. 

Director of Health Promotion 

Michael V. Pimental, M.B.A. 

Director of Administrative Program Review & 

Strategic Planning Services 

Daniel Ponsetto, M.Div. 

Director of Volunteer and Service Learning Center 

Thomas Rezendes, M.B.A. 

Director of Business, Planning and Project Services, 

Information Technology Services 

Brenda S. Ricard, Ph.D. 

Associate Vice President for Advancement Operations and Planning 

LindaJ. Riley, B.S. 

Executive Director of Auxiliary Operations 

Michael A. Sacco, M.S. 

Director of the Center for Student Formation 

Ines M. Maturana Sendoya, M.Ed. 

Director of AHANA Student Programs 

John O. Tommaney, B.A. 

Director of Emergency Management and Preparedness 

Patricia A. Touzin, M.S.W. 

Director of Faculty/Staff Assistance Program 

Helen S. Wechsler, B.A. 

Director of Dining Services 

Richard M. Young, B.S. 

Director of Human Resources Service Center 

John J. Zona, Ph.D. 

Chief Investment Officer and Associate Treasurer 



46 The Boston College Graduate Catalog 2012-2013 



Academic Calendar 2012-2013 



Fall Semester 2012 

August 1 



Wednesday Last date for master's and doctoral 
candidates to submit signed and 
approved copies of theses and 
dissertations for August 2012 
graduation 



August 27 
August 27 



Monday 
Monday 



September 3 Monday 
September 4 Tuesday 



Classes begin for all Law students 

Classes begin for first-year, full-time 
M.BA. students only 

Labor Day — No classes 

Classes begin 



September 12 Wednesday Last date for graduate students to 
drop/add online 

September 12 Wednesday Last date for all students who plan to 
graduate in December 2012 to verify 
their diploma names online 



September 15 Saturday 



October 8 
November f 



Monday 
Thursday 



Mass at Fenway Park for the 
Sesquicentennial Year celebration. 
(This will substitute for the Mass of 
the Holy Spirit originally scheduled for 
September 13.) 

Columbus Day — No classes 

Graduate/CAS U registration period for 
spring 2013 begins 



November 21 Wednesday Thanksgiving Holidays 

to to 

November 23 Friday 

November 26 Monday 



December 3 Monday 



December 13 Thursday 
to to 

December 20 Thursday 



Last date for official withdrawal from 
a course or from the University 

Last date for master's and doctoral 
candidates to submit signed and 
approved copies of theses and 
dissertations for December 2012 
graduation 

Term Examinations — Posted grades 
(non-Law) available online 



Spring Semester 2013 

January 14 Monday Classes begin 

January 21 Monday 



January 23 
January 23 



March 4 
to 
March 8 

March 28 
to 
April 1 



April 2 



April 10 

April 15 
April 16 

May 1 



Wednesday 
Wednesday 

Monday 

to 

Friday 

Thursday 

to 

Monday 

Tuesday 



Wednesday 

Monday 
Tuesday 

Wednesday 



7 


Tuesday 




to 


14 


Tuesday 


20 


Monday 


24 


Friday 



Martin Luther King, Jr. Day 
— No classes 

Last date for graduate students to 
drop/add online 

Last date for all students who plan to 
graduate in May 2013 to verify 
their diploma names online 

Spring Vacation 



Easter Weekend — No classes on Holy 
Thursday and Good Friday. No classes 
on Easter Monday except for those 
beginning at 4:00 p.m. and later. 

Last date for master's and doctoral 
candidates to submit signed and 
approved copies of theses and 
dissertations for May 2013 
graduation 

Graduate/CASU registration period for 
fall and summer 2013 begins 

Patriot's Day — No classes 

Last date for official withdrawal from 
a course or from the University 

Last date for all students who plan to 
graduate in August 2013 to verify their 
diploma names online 

Term Examinations — Posted grades 
(non-Law) available online 



Commencement 

Law School Commencement 



The Boston College Graduate Catalog 2012-2013 



47 



Directory AND Office Locations 



Academic Advising Center 

Akua Sarr, Director Bourneuf House, 84 College Road 

Accounting 

Billy Soo, Chairperson Fulton 520 

Admission 

Undergraduate: John L. Mahoney, Jr., Director.... Devlin 208 

Graduate School of Arts and Sciences Gasson 108 

Carroll School of Management, 

Graduate Programs Fulton 315 

Connell School of Nursing, 

Graduate Programs Cushing 202 

Graduate School of Social Work McGuinn 221 

Law School Stuart M302 

Lynch School of Education, 

Graduate Programs Campion 135 

School of Theology and Ministry 9 Lake Street 

Woods College of Advancing Studies 

— Undergraduate and Graduate McGuinn 100 

Advancing Studies 

Rev. James P. Burns, Interim Dean McGuinn 100 

African and African Diaspora Studies 

Cynthia Young, Director Lyons 301 

AHANA 

Ines Maturana Sendoya, Director 72 College Road 

American Studies 

Carlo Rotella Carney 451 

Arts and Sciences 

David Quigley, Dean Gasson 103 

William Petri, Associate Dean — Seniors Gasson 109 

Michael Martin, 

Acting Associate Dean — ^Juniors Gasson 109 

Clare Dunsford, Associate Dean — Sophomores ... Gasson 109 

Akua Sarr, Associate Dean — Freshmen Gasson 109 

Candace Hetzner, Associate Dean 

— Graduate Arts and Sciences Gasson 108 

Biology 

Thomas Chiles, Chairperson Higgins 355 

Business Law 

Christine O'Brien, Chairperson Fulton 420 

Campus Ministry 

Fr. Tony Penna, Director McElroy 233 

Career Center 

Theresa Harrigan, Director Southwell Hall, 

38 Commonwealth Avenue 
Chemistry 

Amir Hoveyda, Chairperson Merkert 125 

Classical Studies 

Charles F. Ahern, Jr., Chairperson Carney 123 

Communication 

Lisa M. Cuklanz, Chairperson Maloney, Fifth Floor 

Computer Science 

Edward Sciore, Chairperson Maloney 559 

Connors Family Learning Center 

Suzanne Barrett, Director O'Neill 200 

Counseling Services 

Thomas P. McGuinness, 

Associate Vice President Gasson 001 



Earth and Environmental Sciences 

Gail Kineke, Chairperson Devlin 322A 

Economics 

Donald Cox, Chairperson Maloney 489 

Education, Lynch School of 

Maureen Kenny, Interim Dean Campion 101 

Audrey Friedman, Assistant Dean, 

Undergraduate Students Campion 118 

Mary Ellen Fulton, Associate Dean for Finance, 

Research, and Administration Campion 101 

Elizabeth Sparks, Associate Dean, 

Graduate Admission and Financial Aid Campion 135 

Office of Undergraduate Student Services Campion 104 

Office of Graduate Student Services Campion 135 

ERME (Educational Research, Measurement, and 

Evaluation) 

Larry Ludlow, Chairperson Campion 336C 

CDEP (Counseling, Developmental, & Educational 

Psychology) 

Brinton Lykes, Chairperson Campion 308 

ELHE (Educational Leadership and Higher Education) 

Ana Martinez-Aleman, Chairperson Campion 222 

TESECI (Teacher Education, Special Education, and 

Curriculum & Instruction) 

Alec Peck, Chairperson Campion 101 

English 

Suzanne Matson, Chairperson Carney 450 

Finance 

Hassan Tehranian, Chairperson Fulton 324C 

Fine Arts 

Jeffery W. Howe, Chairperson Devlin 430 

First Year Experience Programs 

Rev. Joseph P. Marchese, 

Director Brock House, 78 College Road 

German Studies 

Michael Resler, Chairperson Lyons 201 

History 

Robin Fleming, Chairperson Maloney 445 

Information Systems 

Robert G. Fichman, Chairperson Fulton 410A 

International Programs 

Richard Keeley, Interim Director Hovey House 106, 

258 Hammond Street 
International Studies 

Robert G. Murphy, Director Gasson 109 

Islamic Civilization and Societies 

Kathleen Bailey, Associate Director McGuinn 528 

Law School 

Vincent D. Rougeau, Dean Stuart M307 

Learning Resources for Student Athletes 

Dard Miller, Director Yawkey Athletic Center 409 

Management, Carroll School of 

Andrew Boynton, Dean Fulton 510 

Richard Keeley, Undergraduate Associate Dean ..Fulton 360A 

Jeffrey Ringuest, Graduate Associate Dean Fulton 320B 

Management and Organization 

Judith Gordon, Chairperson Fulton 430 



48 



The Boston College Graduate Catalog 2012-2013 



Directory AND Office Locations 



Marketing 

Katherine Lemon, Chairperson Fulton 444 

Mathematics 

Solomon Friedberg, Chairperson Carney 317 

Music 

Michael Noone, Chairperson Lyons 416 

Nursing, Connell School of 

Susan Gennaro, Dean Cashing 203 

M. Katherine Hutchinson, 

Associate Dean, Graduate Programs Gushing 202 

Catherine Read, 

Associate Dean, Undergraduate Programs Gushing 202 

Operations Management 

Samuel Graves, Chairperson Fulton 354 

Philosophy 

Arthur Madigan, 

Chairperson Maloney, Third Floor 

Physics 

Michael Naughton, Chairperson Higgins 335 

Political Science 

Susan Shell, Chairperson McGuinn 231 

Psychology 

Ellen Winner, Chairperson McGuinn 343 

Residential Life 

George Arey, Director Maloney, Second Floor 

Romance Languages and Literatures 

Ourida Mostefai, Chairperson Lyons 302C 

School of Theology and Ministry 

Mark Massa, S.J., Dean 9 Lake Street 

Jennifer Bader, Associate Dean, 

Academic Affairs 9 Lake Street 

Slavic and Eastern Languages and Literatures 

Michael J. Connolly, Chairperson Lyons 210 

Social Work, Graduate School 

Alberto Godenzi, Dean McGuinn 132 

Sociology Department 

Sarah Babb, Chairperson McGuinn 426 

Student Development 

Paul Chebator, Dean Maloney 212 

Student Programs 

Jean Yoder, 

Associate Dean/Director Maloney, Second Floor 

Student Services 

Louise Lonabocker, Executive Director Lyons 101 

Summer Session 

Rev. James P. Burns, Interim Dean McGuinn 100 

Theatre 

Scott Cummings, Chairperson Robsham Theater 

Theology 

Catherine Cornille, 

Chairperson Maloney, Third Floor 

University Librarian 

Thomas Wall O'Neill Library 410 

Volunteer and Service Learning Center 

Daniel Ponsetto, Director McElroy Commons 114 



The Boston College Graduate Catalog 2012-2013 



49 



Campus Maps 



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The Boston College Graduate Catalog 2012-2013